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

  • Longkai Wu
  • Chee-Kit LooiEmail author
  • Jari Multisilta
  • Meng-Leong How
  • Hyungshin Choi
  • Ting-Chia Hsu
  • Pauliina Tuomi
Regular Article

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

Coding skills Computational thinking Twenty first century skills Primary school Comparative research Attitudes 

Notes

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Copyright information

© De La Salle University 2019

Authors and Affiliations

  • Longkai Wu
    • 1
  • Chee-Kit Looi
    • 1
    Email author
  • Jari Multisilta
    • 2
  • Meng-Leong How
    • 1
  • Hyungshin Choi
    • 3
  • Ting-Chia Hsu
    • 4
  • Pauliina Tuomi
    • 5
  1. 1.National Institute of EducationNanyang Technological UniversitySingaporeSingapore
  2. 2.Satakunta University of Applied SciencesPoriFinland
  3. 3.Chuncheon National University of EducationChuncheonSouth Korea
  4. 4.National Taiwan Normal UniversityTaipeiTaiwan
  5. 5.Tampere UniversityTampereFinland

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