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Changing the Educational Epistemologies of Computer Science Teachers: A Case Study of the Kingdom of Saudi Arabia
Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi. (UpCERG)
Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datalogi. (UpCERG)ORCID-id: 0000-0003-0513-9338
Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Datorteknik. (UpCERG)ORCID-id: 0000-0002-5184-4743
2018 (engelsk)Inngår i: 2018 IEEE Frontiers in Education Conference (FIE), Piscataway, NJ: IEEE, 2018Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper explores the attitudes of Computer Sci- ence (CS) teachers in the Kingdom of Saudi Arabia (KSA) who are confronted by the Saudi Teaching Competencies Standards (STCS). The STCS is a response to a substantial need to develop both subject-specific pedagogical ability as well as teachers subject area knowledge. The Ministry of Education in the KSA is encouraging teachers to improve their practices to achieve the new quality requirements for education. This paper presents the results of an investigation of CS teachers’ views on educational belief changes in the KSA schools. The paper addresses how and why CS teachers adopt new educational beliefs in their teaching. The paper presents the results of the investigation of the CS teachers views on educational belief changes in the KSA schools and the STCS policy document guidelines. Research in the area of changing educational epistemology in teaching CS identifies six factors that influence teachers, these are personal pedagogical beliefs, peer learning, curriculum, self-directed learning, student feedback and the STCS. A mixed method study approach was adopted in this work. Content analysis has been applied to the interview transcript and thematic coding analysis to the government policy document (STCS). The results provide a valuable case study in the KSA and emphasize the weak relationship between educational epistemology change and the STCS norms. The findings show that the STCS should provide stronger guidance for CS teachers to keep changing beliefs in teaching CS. The STCS should offer supporting official resources to CS teachers to help them in changing their beliefs in regard to teaching CS.

sted, utgiver, år, opplag, sider
Piscataway, NJ: IEEE, 2018.
Serie
Frontiers in Education Conference, ISSN 0190-5848
HSV kategori
Identifikatorer
URN: urn:nbn:se:uu:diva-362867DOI: 10.1109/FIE.2018.8659265ISI: 000468396903022ISBN: 978-1-5386-1174-6 (digital)OAI: oai:DiVA.org:uu-362867DiVA, id: diva2:1255002
Konferanse
48th IEEE Frontiers in Education Conference (FIE), San Jose State Univ, San Jose, CA, October 03-06, 2018
Tilgjengelig fra: 2019-03-07 Laget: 2018-10-11 Sist oppdatert: 2019-08-01bibliografisk kontrollert

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