TUTCRIS - Tampereen teknillinen yliopisto

TUTCRIS

Teacher’s Perceptions and Readiness to Teach Coding Skills: A Comparative Study Between Finland, Mainland China, Singapore, Taiwan, and South Korea

Tutkimustuotosvertaisarvioitu

Standard

Teacher’s Perceptions and Readiness to Teach Coding Skills : A Comparative Study Between Finland, Mainland China, Singapore, Taiwan, and South Korea. / Wu, Longkai; Looi, Chee Kit; Multisilta, Jari; How, Meng Leong; Choi, Hyungshin; Hsu, Ting Chia; Tuomi, Pauliina.

julkaisussa: Asia-Pacific Education Researcher, 30.09.2019.

Tutkimustuotosvertaisarvioitu

Harvard

APA

Vancouver

Author

Wu, Longkai ; Looi, Chee Kit ; Multisilta, Jari ; How, Meng Leong ; Choi, Hyungshin ; Hsu, Ting Chia ; Tuomi, Pauliina. / Teacher’s Perceptions and Readiness to Teach Coding Skills : A Comparative Study Between Finland, Mainland China, Singapore, Taiwan, and South Korea. Julkaisussa: Asia-Pacific Education Researcher. 2019.

Bibtex - Lataa

@article{b9ecff03e3ce436da2efc8cf5ef7402b,
title = "Teacher’s Perceptions and Readiness to Teach Coding Skills: A Comparative Study Between Finland, Mainland China, Singapore, Taiwan, and South Korea",
abstract = "Many education systems have recognized the importance of computational thinking and coding skills and are implementing curricular changes to introduce coding into formal school education. A necessary and critical success factor involves the preparation of and support for teachers to teach coding. Thus, understanding the perceptions of teachers towards coding is most important, together with knowing the kinds of support they received, and their readiness and challenges to teach. The purpose of the current study is to compare teachers’ attitudes towards the importance of information and communications technologies (ICT) skills and coding skills in Finland, Mainland China, Singapore, Taiwan, and South Korea. The findings indicate that teachers in Finland, Singapore, Taiwan, and South Korea believe that coding is useful even if students will not work in ICT jobs while Mainland Chinese teachers are undecided. Mainland China, Singapore, Taiwan, and South Korea have more positive views towards how to prepare for future-ready learners.",
keywords = "Attitudes, Coding skills, Comparative research, Computational thinking, Primary school, Twenty first century skills",
author = "Longkai Wu and Looi, {Chee Kit} and Jari Multisilta and How, {Meng Leong} and Hyungshin Choi and Hsu, {Ting Chia} and Pauliina Tuomi",
note = "EXT={"}Multisilta, Jari{"}",
year = "2019",
month = "9",
day = "30",
doi = "10.1007/s40299-019-00485-x",
language = "English",
journal = "Asia-Pacific Education Researcher",
issn = "0119-5646",
publisher = "De la Salle University",

}

RIS (suitable for import to EndNote) - Lataa

TY - JOUR

T1 - Teacher’s Perceptions and Readiness to Teach Coding Skills

T2 - A Comparative Study Between Finland, Mainland China, Singapore, Taiwan, and South Korea

AU - Wu, Longkai

AU - Looi, Chee Kit

AU - Multisilta, Jari

AU - How, Meng Leong

AU - Choi, Hyungshin

AU - Hsu, Ting Chia

AU - Tuomi, Pauliina

N1 - EXT="Multisilta, Jari"

PY - 2019/9/30

Y1 - 2019/9/30

N2 - Many education systems have recognized the importance of computational thinking and coding skills and are implementing curricular changes to introduce coding into formal school education. A necessary and critical success factor involves the preparation of and support for teachers to teach coding. Thus, understanding the perceptions of teachers towards coding is most important, together with knowing the kinds of support they received, and their readiness and challenges to teach. The purpose of the current study is to compare teachers’ attitudes towards the importance of information and communications technologies (ICT) skills and coding skills in Finland, Mainland China, Singapore, Taiwan, and South Korea. The findings indicate that teachers in Finland, Singapore, Taiwan, and South Korea believe that coding is useful even if students will not work in ICT jobs while Mainland Chinese teachers are undecided. Mainland China, Singapore, Taiwan, and South Korea have more positive views towards how to prepare for future-ready learners.

AB - Many education systems have recognized the importance of computational thinking and coding skills and are implementing curricular changes to introduce coding into formal school education. A necessary and critical success factor involves the preparation of and support for teachers to teach coding. Thus, understanding the perceptions of teachers towards coding is most important, together with knowing the kinds of support they received, and their readiness and challenges to teach. The purpose of the current study is to compare teachers’ attitudes towards the importance of information and communications technologies (ICT) skills and coding skills in Finland, Mainland China, Singapore, Taiwan, and South Korea. The findings indicate that teachers in Finland, Singapore, Taiwan, and South Korea believe that coding is useful even if students will not work in ICT jobs while Mainland Chinese teachers are undecided. Mainland China, Singapore, Taiwan, and South Korea have more positive views towards how to prepare for future-ready learners.

KW - Attitudes

KW - Coding skills

KW - Comparative research

KW - Computational thinking

KW - Primary school

KW - Twenty first century skills

U2 - 10.1007/s40299-019-00485-x

DO - 10.1007/s40299-019-00485-x

M3 - Article

JO - Asia-Pacific Education Researcher

JF - Asia-Pacific Education Researcher

SN - 0119-5646

ER -