Abstract:
The fast-evolving pace of technology demands an equally evolving workforce. This necessitates that education incites critical thinking, creativity, and problem solving from the Foundation Phase (FP). Coding is recognised as such an evolutionary subject that lacks trained teachers. This research investigated how Foundation Phase teachers in a district in the Kwa Zulu Natal province in South Africa can be prepared to teach coding.
The qualitative approach to this research was utilised within an Action Research (AR) strategy with two cycles. Document data pertaining to the introduction of coding in the FP was first analysed. The researcher then observed an introduction to coding training workshop offered to FP teachers, in the first research cycle. FP teachers from three schools from the province were sampled from a population of teachers who attended the workshop. They provided survey and focus group data in the second cycle of the AR process. The data was analysed thematically, according to the Assessment of Education Technology Professional Development (ETPD) framework. This framework integrates organisational learning; participant and research inquiry; and the Technological Pedagogical Content Knowledge (TPACK) framework.
The research produced a set of guidelines that is supported by, and expands on the Assessment of ETPD framework. The framework is realised in a practically applicable manner for the professional development structures needed to introduce coding in the FP. The findings offer a professional development process outlining the necessary factors that can lead to the preparedness of FP teachers to teach coding.
