[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600425-105":59,"doc-detail-600425-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teaching-programming-in-technology-teacher-education-revealing-student-teachers-perceptions","Teaching programming in Technology teacher education - Revealing student teachers' perceptions","","This study explores the changing landscape of technology teacher education, focusing on the increasing integration of digital content—especially programming—for grades 4–6 in Sweden. It examines how student teachers perceive teaching programming after completing their technology course, addressing both perceptions and how potential subject didactics knowledge is manifested. Using a phenomenographic approach and interviews, results identify four perception categories and highlight three critical aspects shaping perceived didactics knowledge.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-programming-in-technology-teacher-education-revealing-student-teachers-perceptions/600425/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-programming-in-technology-teacher-education-revealing-student-teachers-perceptions/600425.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about student teachers and programming?","Question",{"text":112,"@type":113},"It investigates student teachers’ perceptions of teaching programming in technology education after they complete their technology course in teacher education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which research questions does the study address?",{"text":117,"@type":113},"It asks what student teachers’ perceptions are regarding teaching programming and how potential subject didactics knowledge for programming appears in those perceptions.",{"name":119,"@type":110,"acceptedAnswer":120},"How were the student teachers’ perceptions collected and analyzed?",{"text":121,"@type":113},"Twenty-five student teachers’ perceptions were examined using a phenomenographic approach through semi-structured individual and group interviews.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600425,1792192133,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Teaching programming in Technology teacher education: Revealing student teachers' perceptions  \nAnna Perez, Linnaeus University, Sweden  \nMaria Svensson, University of Gothenburg, Sweden Jonas Hallström, Linköping University, Sweden  \nAbstract  \nThis study explores the changing landscape of technology teacher education, in relation to the increasing integration of digital content, especially programming, in teacher education for grades 4–6 (pupils 10-12 years old) and how student teachers in Sweden perceive this content. Limited research exists on student teachers in technology, particularly focusing on programming. This study therefore investigates student teachers' perceptions of teaching programming in technology education, after completing their technology course in teacher education. We answer the following research questions: What are the student teachers’perceptions of teaching programming in technology education? and How is potential subject didactics knowledge for teaching programming manifested in student teachers’ perceptions of technology teaching? Using a phenomenographic approach, 25 student teachers’ perceptions of programming in technology education were investigated through semi-structured individual and group interviews. Different perceptions were revealed and presented in four categories: (1) following instructions in a logical order, (2) learning a programming language,(3) solving technological problems, and (4) understanding and describing a technological environment. The results show that student teachers' perceptions of the subject of technology predominantly focuses on following instructions and the learning of a programming language. The identified potential subject didactics knowledge is constituted of an awareness of three critical aspects:  \nunderstanding programming language, understanding programming as a way of solving problems, and the relationships of technological problems to everyday life and society. This study offers valuable insight into the development of competencies required to teach programming in technology, informing educational strategies and future research in this emerging field.  \nKeywords  \nStudent teachers, Technology education, Programming, Phenomenography  \nIntroduction  \nOver the last two decades, our everyday lives have changed and become increasingly digitalised; for example, in the form of robot lawn mowers, vacuum cleaners, and AI-supported banking transactions. The increasing digitalisation of society has contributed to changes in school curriculum documents in Sweden (Skolverket, 2017) and other countries. In Sweden, for example, digital technology and programming have been included as educational content in the technology syllabus since 2018. However, many teachers approach this new educational content with uncertainty (Sentance & Csizmadia, 2017; Vinnervik, 2023; Webb et al., 2017), because programming was not part of their own teacher education and the curriculum does not say how programming should be taught or how any difficulties learners encounter should  \nbe addressed (Passey, 2017) . Therefore, there is a need for more knowledge about what is involved in teaching programming as part of teacher education and what competencies technology student teachers need to develop to be prepared for their future teaching career.  \nIn line with this, there is a need to understand the perceptions of student teachers in order to inform teacher education (Koster et al., 2005; Schneider et al., 2013) . In a study by Perez and Svensson (2024), the experiences of student teachers with programmed technological artefacts, including elevators, tumble dryers, traffic lights, and keyboards, were investigated. The result shows that student teachers’ initial understanding of those programmed technological artefacts can be described as ranging from experiencing only the physical interface to components as and within a system, but these were still only a limited set of all the possible asp","cbCaifbFBoPbWRpE","https://ap.wps.com/l/cbCaifbFBoPbWRpE","pdf",320770,15,"English","# Abstract\n# Introduction\n# Aim and research questions\n# Programming as part of technology education and subject didactics","[{\"question\":\"What does the study investigate about student teachers and programming?\",\"answer\":\"It investigates student teachers’ perceptions of teaching programming in technology education after they complete their technology course in teacher education.\"},{\"question\":\"Which research questions does the study address?\",\"answer\":\"It asks what student teachers’ perceptions are regarding teaching programming and how potential subject didactics knowledge for programming appears in those perceptions.\"},{\"question\":\"How were the student teachers’ perceptions collected and analyzed?\",\"answer\":\"Twenty-five student teachers’ perceptions were examined using a phenomenographic approach through semi-structured individual and group interviews.\"}]","Teaching programming in Technology teacher education - Revealing student teachers' perceptions | PDF",1792090665,38]