Unpacking Teachers' Concerns With the New Curriculum: A Case of Software Education in Korea

• In Event: Teachers' Perceptions and Students' Experiences in Using Technology at Home and School

Abstract

In this study, we adopt the concerns-based adoption model (CBAM) as an analytical lens to explore how Korean teachers perceive changes brought by the policy direction to teach software (SW) education. Ninety-four elementary school teachers completed the online survey that measures their perceived skills, beliefs and concerns related to the implementation of SW education. Overall, findings indicate that teachers have a high level of self-concerns (Stage 2: Personal) and tend to have both self-related and impact-related concerns, even when they have positive beliefs and high technical skills. Tailing up at impact-related stages may indicate a warning that teachers are likely to be resistant to SW education and do not fully buy in the necessity of implementing SW education in schools.

Authors

• Hyo-Jeong So, Ewha Womans University

• Dong Sim Kim, Hanshin University

• DaHyeon Ryoo, Ewha Womans University

• Youngkwon Bae, Daegu National University of Education