Introductory Programming Courses Teachers' Conceptions in Relation to the Competencies Enunciated in the Standards

Abstract

A study carried out on the didactic conceptions of teachers of introductory programming courses has obtained results regarding the competencies that these teachers consider necessary to achieve in these courses. These concepts were categorized into competencies and then analyzed with respect to the generic and specific competencies included in the CONFEDI proposal and the basic curricular contents established by CONEAU. This analysis has shown that teachers would not uniformly assess the competencies they intend to develop in their courses and that this would be related to the approach that each one makes to teaching. The theory postulates that the relationship between teachers' didactic conceptions and the approach they give to teaching would correspond biunivocally, and there are experimental studies that verify this relationship.. Therefore, the core competencies of introductory teachers were classified according to their teaching approaches. The results obtained would allow the outlining of guidelines for the management of competencies according to their impact on the curriculum of the career, as well as teacher training plans.