LESSONS LEARNT FROM TEACHER PROFESSIONAL DEVELOPMENT IN PROGRAMMING

As pointed out by Seymour Papert, teaching teachers might be more complex and difficult than other forms of adult learning. In Sweden, as in many other countries, the introduction of computer programming in compulsory education is an ongoing process that involves teacher professional development. Results from the first generation of teacher training in fundamental programming indicates that motivation and high pass rates are not always the case. The aim of the study is to analyse and discuss success factors and lessons learnt in teacher professional development. This study was conducted with a case study approach, with data collected from various data sources. All the courses where data have been gathered are part of a nation-wide training program for mathematics and technology teachers in K-12 education. The data triangulation and the methodological triangulation were built around course evaluations, group discussions with course participants, and a survey directed to the subject matter experts of the teacher training courses. A thematic analysis was filtered through the theoretical assumptions of communities of practise and adult learning. Four interesting main findings are, 1) the relevance of study groups, 2) course participants' appreciations of concrete workshop sessions, 3) teachers' perception of a two-folded time trouble, and 4) teachers' expectations of reusable takeaways from the course. Finally, the recommendation is to free more time for teachers to participate in collaborative hands-on activities and collegial reflection.