Programming learning and teaching of pre-service computer science teachers: Challenges, concerns, and solutions

Abstract

This study investigates pre-service computer science (CS) teachers' perspectives on the factors affecting their programming abilities, concerns about their future professional lives, and pedagogical suggestions for effective programming teaching. The participants of the study were twenty-eight pre-service CS teachers studying at eighteen different universities in Turkiye. The data was gathered with a questionnaire consisting of open-ended questions. Results showed that inherent programming challenges, personal factors, and quality of undergraduate education affected pre-service CS teachers' abilities in programming teaching. They were concerned about their professional lives relating to programming teaching, keeping up with technological innovations, pedagogical concerns, and teaching practice. They also suggested pedagogical approaches that could be used in programming teaching under two categories, namely basic programming teaching, and teaching principles and techniques. The study contributes to the development of programming teaching by shedding light on the current perspectives of pre-service CS teachers on programming education.