Reflections from Robotic Coding Trainer Training: Teacher Opinions

Year 2021, , 223 - 245, 31.12.2021

Ümmühan Avcı , Rıza Başaran

https://doi.org/10.54535/rep.1007946

Abstract

In this study, it is aimed to examine how the teachers evaluated the robotic coding trainer training they received, the problems in the training, how they transferred the training to their lessons and their opinions on the practices. Seventeen teachers working at the Ministry of National Education in Ankara and receiving "Robotic Coding Trainer Training" participated in this research, which was designed as a qualitative case study. The data were collected by preparing a semi-structured interview form consisting of 15 questions in line with the purpose of the study. The data were analyzed by descriptive analysis method. According to the results of the research, it is seen that teachers participate in this training because it supports the education process and contributes to their personal development. It has been observed that teachers receive training to teach students, apart from peer training, which is the main purpose of trainer training. When the positive opinions of the teachers about the robotic coding education were examined, the themes of contribution to personal development, information about robotic education, acquiring programming skills, cooperation and reward emerged. Inadequate time, inadequacy of materials and application were reflected as negative opinions. With the results of this research, it is aimed to contribute to the training of trainers, one of the most important aims of which is dissemination.

Keywords

teachers, Robotic coding, Trainer training, Teachers

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