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<p>In several countries, programming has been incorporated in technology education. Yet it remains an emerging curriculum area in teacher education, and little is known about how teacher educators teach it. This study investigates how teacher educators for primary school grades 4–6 describe the teaching of programming in technology. Twelve teacher educators from eleven Swedish institutions of higher education were interviewed about examples from their teaching where programming had been integrated. The findings shows that teacher educators navigate a complex interplay of content, didactic and organisational considerations as they move between the contexts of school and teacher education. Using a qualitative content analysis, three perspectives were identified. <i>The subject content perspective</i>, where programming is positioned within technology education but remains difficult to structure due to disciplinary diversity and varying prior knowledge. <i>The learners’ perspective</i>, where student teachers are often taught at a level comparable to primary school pupils. <i>The teaching perspective</i>, where teacher educators model how programming can be taught. Together, these perspectives highlight the complexity of teacher education, which becomes particularly visible when programming is introduced as new content. The study contributes a model of a merged didactic triangle that visualise this complexity by conceptualising teacher education as a didactic system capturing relations between content, learners, and teaching overlap across the two contexts. The study highlights the need for stronger subject knowledge and clearer didactic models that help teacher educators navigate the didactic system created when emerging content such as programming crosses over between school and teacher education contexts.</p>

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Navigating didactic complexity: how teacher educators create learning opportunities

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月9日

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  • Anna Perez,
  • Maria Svensson,
  • Jonas Hallström

摘要

In several countries, programming has been incorporated in technology education. Yet it remains an emerging curriculum area in teacher education, and little is known about how teacher educators teach it. This study investigates how teacher educators for primary school grades 4–6 describe the teaching of programming in technology. Twelve teacher educators from eleven Swedish institutions of higher education were interviewed about examples from their teaching where programming had been integrated. The findings shows that teacher educators navigate a complex interplay of content, didactic and organisational considerations as they move between the contexts of school and teacher education. Using a qualitative content analysis, three perspectives were identified. The subject content perspective, where programming is positioned within technology education but remains difficult to structure due to disciplinary diversity and varying prior knowledge. The learners’ perspective, where student teachers are often taught at a level comparable to primary school pupils. The teaching perspective, where teacher educators model how programming can be taught. Together, these perspectives highlight the complexity of teacher education, which becomes particularly visible when programming is introduced as new content. The study contributes a model of a merged didactic triangle that visualise this complexity by conceptualising teacher education as a didactic system capturing relations between content, learners, and teaching overlap across the two contexts. The study highlights the need for stronger subject knowledge and clearer didactic models that help teacher educators navigate the didactic system created when emerging content such as programming crosses over between school and teacher education contexts.