Case Study on the Process of Teachers Transitioning to Teaching Programming in Python

  • Eva KlimekováEmail author
  • Monika Tomcsányiová
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11169)


The aim of our research was to investigate the process of teachers transitioning to teaching programming in Python, with respect to the challenges they face and support they require. Through the methods of qualitative research, we analysed a number of cases where computer science teachers transitioned from teaching in Pascal to Python. Based on the analysis of these cases, we propose a categorization for the transformation process. We identified influencing factors and present recommendations to support teachers transitioning to teaching a new language. We believe our research will contribute to improved support for teachers transitioning to teaching programming basics in new programming languages.


Teachers’ transition to a new programming language Upper secondary education Programming basics 


  1. 1.
    TIOBE Software: The coding standards company, January 2016.
  2. 2.
    Zelle, J.M.: Python as a first language, February 2015.
  3. 3.
    Ateeq, M., Habib, H., Umer, A., Rehman, M.u.: C++ or python? which one to begin with: a learner’s perspective. In: Proceedings - 2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014, pp. 64–69. IEEE, April 2014. ISBN 978-1-4799-3592-5/14Google Scholar
  4. 4.
    Grandell, L., Peltomäki, M., Back, R.J., Salakoski, T.: Why complicate things? Introducing programming in high school using python. In: Proceedings of the 8th Australasian Computing Education Conference (ACE 2006), vol. 52, pp. 71–80. Australian Computer Society, Inc., Hobart, January 2006Google Scholar
  5. 5.
    Klimeková, E.: Curriculum intervention for learning programming in python with turtle geometry. In: Constructionism 2018 - Constructionism, Computational Thinking and Educational Innovation: Conference Proceedings, pp. 316–325 (2018), ISBN 978-609-95760-1-5Google Scholar
  6. 6.
    Yin, R.: Case Study Research: Design and Methods, 2nd edn. SAGE Publications, Thousand Oaks (1994)Google Scholar
  7. 7.
    Creswell, J.W.: Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4th edn. Pearson Education Inc., Upper Saddle River (2012). ISBN 978-81-203-4373-3Google Scholar
  8. 8.
    Summerfield, M.: Python 3, Výukový kurz. Computer Press a.s., Brno, CZK (2010). ISBN 970-80-251-2737-7Google Scholar
  9. 9.
    Belan, A.: Python, učebnica pre septimu osemročného alebo 3. ročník štvorročného gymnázia. Druska Books, Bratislava, SVK (2013). ISBN 978-80-89646-35-7Google Scholar
  10. 10.
    Kučera, P.: Programujeme v Pythone. Peter Kučera, Bratislava, SVK (2016). ISBN 978-80-972320-4-7Google Scholar
  11. 11.
    Mészárosová, E.: Python a korytnačia grafika: Metodický materiál pre vyučovanie základov programovania pre gymánziá. SVK, 1st edn. Knižničné a edičné centrum FMFI UK, Bratislava (2017). ISBN 978-80-8147-079-0Google Scholar
  12. 12.
    Kölling, M., Brown, N.C.C., Altadmri, A.: Frame-based editing: Easing the transition from blocks to text-based programming. In: Proceedings of the Workshop in Primary and Secondary Computing Education (WiPSCE 2015), pp. 29–38. ACM, New York (2015)Google Scholar
  13. 13.
    Dorling, M., White, D.: Scratch: a way to logo and python. In: Proceedings of the 46th ACM Technical Symposium on Computer Science Education, pp. 191–196. ACM (2015)Google Scholar
  14. 14.
    Robinson, W.: From scratch to patch: easing the blocks-text transition. In: Proceedings of the Workshop in Primary and Secondary Computing Education (WiPSCE 2016). ACM, Münster, GER (2016). ISBN 978-1-4503-4223-0/16/10Google Scholar
  15. 15.
    Sentance, S., Czizmadia, A.: Teachers perspectives on successful strategies for teaching computing in school. In: IFIP TCS 2015, June 2015Google Scholar
  16. 16.
    Thompson, D., Bell, T., Andreae, P., Robins, A.: The role of teachers in implementing curriculum changes. In: Proceeding of the 44th ACM Technical Symposium on Computer Science Education (2013)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.Department of Informatics EducationComenius University in BratislavaBratislavaSlovakia

Personalised recommendations