Abstract
The aim of our research was to investigate the process of teachers transitioning to teaching programming in Python, with respect to the challenges they face and support they require. Through the methods of qualitative research, we analysed a number of cases where computer science teachers transitioned from teaching in Pascal to Python. Based on the analysis of these cases, we propose a categorization for the transformation process. We identified influencing factors and present recommendations to support teachers transitioning to teaching a new language. We believe our research will contribute to improved support for teachers transitioning to teaching programming basics in new programming languages.
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Klimeková, E., Tomcsányiová, M. (2018). Case Study on the Process of Teachers Transitioning to Teaching Programming in Python. In: Pozdniakov, S., Dagienė, V. (eds) Informatics in Schools. Fundamentals of Computer Science and Software Engineering. ISSEP 2018. Lecture Notes in Computer Science(), vol 11169. Springer, Cham. https://doi.org/10.1007/978-3-030-02750-6_17
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