We adopt the concerns‐based adoption model as an analytical lens to explore how Korean teachers perceive the mandated changes brought about by the policy to teach software (SW) education. The research questions are (a) How can teachers be grouped according to their perceived SW knowledge/skills and pedagogical beliefs? (b) What are the overall trends in teachers' stages of concern about SW education? and (c) How are the stages of concern about SW education distributed according to the different teacher types? The participants were 207 teachers who completed the online survey. Data were collected about their perceived SW knowledge/skills, pedagogical beliefs, and the seven stages of concern related to SW education. First, K‐means clustering was performed to categorize teachers into four types based on their SW knowledge/skills and pedagogical beliefs. Overall, our findings indicate that 40% of the participants belonged to Type I, who have high SW knowledge/skills and pedagogical beliefs. Second, the concerns profile in Type I showed an M pattern in which they hold both self and impact concerns. Types II–IV showed a similar trend, such that the trends peak at Stage 0 (Awareness) and the intense concerns at the self‐level (Stage 1, Informational and Stage 2, Personal). All types demonstrated a tailing up phenomenon at Stage 6 (Refocusing). This study has implications for the design of concern‐based interventions and makes suggestions to enable teachers to move toward more advanced levels to adopt computational thinking‐based pedagogy in SW education.

中文翻译：

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解开教师对基于CT的教学法的担忧：韩国的软件教育案例

我们采用基于关注的采用模型作为分析镜头，以探索韩国教师如何看待软件教学策略所带来的强制性变化。研究的问题是：（a）如何根据他们所感知的软件知识/技能和教学信念对教师进行分组？（b）在教师对社工教育的关注阶段中，总体趋势如何？（c）如何根据不同的教师类型来分配对SW教育的关注阶段？参与者是完成在线调查的207位老师。收集有关他们所感知的软件知识/技能，教学信念以及与软件教育相关的七个关注阶段的数据。第一，进行了K-均值聚类，根据教师的SW知识/技能和教学信念将其分为四种类型。总体而言，我们的研究结果表明，40％的参与者属于I型，他们具有很高的西南知识/技能和教学信念。其次，类型I中的关注点显示为M模式，其中既包含自我关注也包含影响关注。II–IV型显示出类似的趋势，因此该趋势在阶段0（意识）和对自我的高度关注（阶段1，信息阶段和阶段2，个人）。所有类型都在第6阶段（重新聚焦）表现出拖尾现象。这项研究对基于关注的干预措施的设计具有启示意义，并提出了一些建议，以使教师能够迈向更高的层次，从而在西南教育中采用基于计算思维的教学法。