A Study of Problems and Development Guidelines for Coding Instruction of Teachers at Ban Arunothai School

Abstract

This study aimed to investigate the problems and development guidelines for Coding instruction among teachers at Ban Arunothai School. This article presents the findings from Phase 1 (Planning) of an action research study based on the framework of Kemmis and McTaggart. The participants consisted of 13 teachers selected through purposive sampling. The research instrument was a set of Focus Group Discussion Guidelines, which was validated for content validity by five experts, with an Index of Item-Objective Congruence (IOC) ranging from 0.80 to 1.00. Data were analyzed using content analysis. The findings revealed that teachers had limitations in their knowledge, understanding, and skills related to Coding instruction, particularly in designing learning activities that promote computational thinking and in selecting appropriate digital media and technologies to suit learners' contexts. In addition, teachers faced constraints related to time, resources, and opportunities for professional learning collaboration. Key supporting factors included support from school administrators and teachers' positive attitudes toward professional development. The findings indicate that the development of Coding instruction should be implemented systematically and continuously through the Professional Learning Community (PLC) process as a mechanism for enhancing teachers' knowledge, instructional skills, and professional learning exchange. This approach can contribute to improving the quality of instruction in line with the development of essential skills for the twenty-first century.