It's not my subject! Issues relating to the preparation of primary student teachers to teach computer science​

Computing has been part of the National Curriculum since 2014. Prior to this, the subject was known as Information and Communication technology (ICT) and had been compulsory for all pupils aged 5 to 16 in maintained schools, since 1988. This means that the requirement for pupils to learn about technology is not something new. However, a key development within the revised curriculum subject, was the introduction of computer science, with the necessity for pupils, even in primary schools, to design, write and debug computer programs. Evidence suggests that many primary schools have not yet adapted to the requirements of the Computing programme of study (Royal Society, 2017; Larke, 2019). 

Computing modules within the initial teacher education (ITE) programmes at the focus institution include significant input on computer science, yet students report that they lack confidence and feel underprepared to teach this aspect of the curriculum during professional practice. The issue is compounded by the lack of opportunities to observe computer science being taught in schools. Despite input at university, students often do not see this translated into practice in schools. One outcome of this situation is that the students appear to start to determine the ‘worth’ of Computing in the National Curriculum and in primary schools.  

The aim of this research project is to gain an in-depth understanding of the complex and inter-related issues surrounding the preparation of student teachers to teach computer science. In our conference presentation we will share the initial findings from interviews, questionnaires, document analysis and professional reflectio