| dc.contributor.author | Rouhani, Majid | |
| dc.date.accessioned | 2024-04-23T06:56:31Z | |
| dc.date.available | 2024-04-23T06:56:31Z | |
| dc.date.issued | 2024 | |
| dc.identifier.isbn | 978-82-326-7845-7 | |
| dc.identifier.issn | 2703-8084 | |
| dc.identifier.uri | https://hdl.handle.net/11250/3127693 | |
| dc.description.abstract | In this thesis and its related publications, we study the problem of designing, implementing, and refining a fully online training framework. The work aims to meet the needs of in-service teachers who are required to learn programming to teach it to pupils in secondary schools. We carried out a systematic mapping of the research on the professional development of in-service teachers in CS, designed and evaluated an online flexible teachers’ professional development program that promotes active learning and motivates teachers to learn and teach programming. Additionally, we investigated and reported on teachers’ attitudes, perceived challenges, and opportunities. The study contributes to the field of pre-college CS education.
The program is designed to cater to in-service teachers from diverse backgrounds and equip them with programming skills to integrate into their courses. The study focuses on the learning process of the participants and how they plan to apply their newfound knowledge in their classrooms. The research aims to provide insights into practical strategies for teaching programming to teachers and the benefits and challenges of incorporating programming into secondary school curriculums.
In three implementation cycles, each spanning one academic year, we combined 26 interviews and analysis of 849 reflection notes using qualitative and mixed methods. The abstracts of 7 251 papers were analyzed, and 206 were included in the final literature mapping. More than 450 participants were involved in the program, with a completion rate of 95% in total. The number of participants increased from 87 in-service teachers in the first cycle to nearly 200 in the third
run. The refinements implemented during each iteration were based on a continuous feedback loop and an active effort to create a feeling of belonging, social interaction, and peer engagement.
The research resulted in (1) the development of a training framework, (2) a bridge model for connecting training and practice by supporting in-service teachers in creating individualized lesson plans, (3) a set of challenges and opportunities related to the learning of program from an in-service teacher’s perspective, (4) a set of stumbling and stepping stones (challenges and enablers) when learning to teach programming from an in-service teachers’ perspective, and (5) a list of guidelines provided for the implementation purposes | en_US |
| dc.language.iso | eng | en_US |
| dc.publisher | NTNU | en_US |
| dc.relation.ispartofseries | Doctoral theses at NTNU;2024:126 | |
| dc.relation.haspart | Paper 1: Rouhani, Majid; Divitini, Monica; Vujosevic, Vojislav; Stai, Sondre; Olstad, Hege Annette. Design of a programming course for teachers supporting flexible learning trajectories. I: CSERC '19: Proceedings of the 8th Computer Science Education Research Conference. Association for Computing Machinery (ACM) https://doi.org/10.1145/3375258.3375263 | en_US |
| dc.relation.haspart | Paper 2: Thorsnes, Jørgen; Rouhani, Majid; Divitini, Monica. In-Service Teacher Training and Self-efficacy. Lecture Notes in Computer Science (LNCS) 2020 s. 158-169 https://doi.org/10.1007/978-3-030-63212-0 | en_US |
| dc.relation.haspart | Paper 3: Utilizing slack as a communication platform in a flexible learning trajectory course: supporting the learning process. I: CSERC '20: Proceedings of the 9th Computer Science Education Research Conference. Association for Computing Machinery (ACM) https://doi.org/10.1145/3442481.3442503 | en_US |
| dc.relation.haspart | Paper 4: Rouhani, Majid; Farshchian, Veronica; Divitini, Monica. Teaching Programming in Secondary Schools: Stepping and Stumbling Stones. ID&A Interaction design & architecture(s) 2021 ;Volum 47.(N.47) s. 48-68 https://doi.org/10.55612/s-5002-047-003 | en_US |
| dc.relation.haspart | Paper 5: Rouhani, Majid; Jørgensen, Victor. In-Service Teachers’ Attitude Towards Programming for All. Smart Innovation, Systems and Technologies 2021 ;Volum 249. s. 149-162 https://doi.org/10.1007/978-981-16-3930-2_12 | en_US |
| dc.relation.haspart | Paper 6: Rouhani, Majid; Divitini, Monica; Olsø, Atle. Project-based learning and training of in-service teachers in programming: Projects as a bridge between training and practice. IEEE Global Engineering Education Conference, EDUCON 2021 s. 262-271 https://doi.org/10.1109/EDUCON46332.2021.9453934 | en_US |
| dc.relation.haspart | Paper 7: Rouhani, Majid; Lillebo, Miriam Størseth; Farshchian, Veronica; Divitini, Monica. Professional Development for In-Service Teachers of Programming: Evaluation of a University-Level Program. Lecture Notes in Computer Science (LNCS) 2021 ;Volum 13057. https://doi.org/10.1007/978-3-030-90228-5_10 | en_US |
| dc.relation.haspart | Paper 8: Rouhani, Majid; Lillebo, Miriam Størseth; Farshchian, Veronica; Divitini, Monica. Learning to Program: an In-service Teachers’ Perspective. IEEE Global Engineering Education Conference, EDUCON 2022 https:doi.org/10.1109/EDUCON52537.2022.9766781 | en_US |
| dc.relation.haspart | Paper 9: Rouhani, Majid; Divitini, Monica; Hashemi, Amir Massoud. Computer Science in Schools: A Literature Mapping of Professional Development for In-Service Teachers. IEEE Global Engineering Education Conference, EDUCON 2022 https://doi.org/10.1109/EDUCON52537.2022.9766599 | en_US |
| dc.title | An Online Professional Development Framework for In-service Teachers Challenges and Opportunities of Learning and Teaching Programming | en_US |
| dc.type | Doctoral thesis | en_US |
| dc.subject.nsi | VDP::Technology: 500::Information and communication technology: 550 | en_US |
