Modeling the ICT Teachers’ Perspective on Teaching of Computer Programming at Secondary School Level

Abstract

Computer programming is viewed and experienced as a subject cognitively challenging to students as well as teachers. The aim of this study was to determine the ICT teachers’ perspective on teaching computer programming in order to comprehend how ICT teachers perceive teaching computer programing and the factors that influence their work. Forty-seven ICT teachers participated in this qualitative study. The research method used was an analytical framework known as Interactive Qualitative Analysis to model the ICT teachers’ perspective. The perspective was modelled in terms of factors (affinities) as programming curriculum, ICT resources, time, programming language, evaluation, students’ performance, teachers’ programming knowledge, teachers’ pedagogical programming knowledge, student and professional development programs. Further, the interaction among these affinities was also modelled.