Proceedings of the 9th International Conference on Advanced Research in Teaching and Education
Year: 2024
DOI:
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The Impact of Self-Directed Learning in Preparing South African Teachers for Coding and Robotics Implementation
Dr. Nomasonto Goodness Mthembu
ABSTRACT:
This study sees the essence of self-directed learning as a motivation for implementing coding and robotics by cultivating cooperation, collaboration, and mutual support among teachers. Nevertheless, there is a lack of literature adopting self-directed learning in coding and robotics in schools. This is intended to bridge the gap between the complexity of coding and robotics knowledge and the teachers cultural background, making it more inclusive and effective in developing well-rounded teachers. A systematic review was conducted to assess the impact of SDL. The review evaluated the impact based on the following concepts: Professional autonomy, lifelong learning, collaboration and peer learning, problem solving skills and contextual teaching and learning approaches. This conceptual paper investigates the impact of SDL in preparing South African educators for coding and robotics implementation, hence coding and robotics are essential for developing computational thinking in the 21st century. The review indicated that although many teachers prefer problem-based and project-based learning, many feel uncertain about implementing coding and robotics into their teaching. This discrepancy underscores the necessity for additional opportunities for professional growth and access to resources. The study highlights notable discrepancies in readiness, which are influenced by the availability of training, resources, and institutional support. The literature emphasizes the significance of focused professional training, fair allocation of resources, and efficient policy execution to improve coding and robotics education.
keywords: coding and robotics, Self-directed, Autonomy, Teaching approaches, Professional development