,
Tomasz Warchoł
https://doi.org/10.31261/IJREL.2024.10.2.09
The article discusses the competencies of modern teachers in utilizing information and communication technologies, particularly in the context of programming. The main objective of the research was to assess the knowledge and skills of future early childhood education teachers in applying this knowledge to practical tasks. The study was conducted among students from two public universities in Poland using a diagnostic survey method, with a questionnaire based on a knowledge test as the research tool. The test design was based on the theoretical assumptions of Niemierko (2009) regarding educational objectives An analysis of the results showed that future early childhood education teachers possess theoretical knowledge of programming. However, only 35% of them were able to explain programming principles in detail. The application of this knowledge in practice was less ffective, with success rates of 45% for typical tasks and 47% for problem-solving tasks. These results suggest the need to modify study programs by increasing the number of hours dedicated to programming-related subjects and placing greater emphasis on solving programming tasks through practical experience. Based on the conducted research and observations, the authors propose increasing the number of hours dedicated to programming-related topics. This approach would allow students not only to acquire theoretical knowledge but also to effectively apply it to practical tasks. After all, future teachers will be responsible for introducing students in grades 1–3 to the world of programming and developing their computational thinking. Another important aspect is ensuring a teacher education and training system that enables teachers to develop and deepen their digital competencies in programming. New technological solutions emerge rapidly, and teachers should keep up with them to adequately prepare students for future challenges and foster skills such as problem-solving and logical thinking. The authors also suggest that further research is needed on various components of digital competencies to help future teachers adapt pedagogical programs to the realities of the modern world and equip them with the necessary knowledge and skills.
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Vol. 10 No. 2 (2024)
Published: 2024-12-31
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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