Since the introduction of a new national curriculum for the upper secondary schools of Sweden in 2011 the syllabus for the programming subject has undergone two major revisions. The aim of this study was to investigate how teachers reacted to these revisions and how they felt their teaching practice was affected by them. Data collection was conducted with an online questionaire. Concepts taken from curriculum theory are used to classify the revisions and analyse the responses. Results indicate that not all teachers interpret the syllabus the same way and that there is an element of tradition in programming education that may have greater influence on teacher practice than the actual text of the syllabus. The conclusion is that changes in the syllabus may have only small effects on many of the teachers and that newly introduced content that is not explained to them may be misinterpreted or ignored.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:du-35035 |
| Date | January 2020 |
| Creators | Sundberg, Erik |
| Publisher | Högskolan Dalarna, Pedagogiskt arbete |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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