"What are the challenges faced by primary school teachers to teach the new computing curriculum in a multi academy trust?"

Computing was introduced to the curriculum to challenge learners while improving their technical abilities in this fourth industrial revolution. Computing’s classification as a mandatory subject brought challenges to teachers as it led to the requirement for teachers to develop their subject knowledge while improving their technical know-how of the subject. Provision to develop computing teachers’ ability to teach effectively has changed immensely in the last 10 years though teacher confidence remains low.

Situated in a multi-academy trust sampled for its convenience, the research is posited within an interpretivist paradigm using a case study methodological approach to explore how teachers view their own professional development since the introduction of computing. The trust implemented a highly funded ICT development strategy aimed, in part, at improving computing teaching and learning. At the same time, a government funded initiative to provide computing professional development to all teachers was introduced, supplementing other programmes that were already in place. It is therefore of great importance for this research to examine how all these factors have affected teacher confidence and development in their teaching.

The research findings show that The People’s Academy Trust is a very progressive setting that provides opportunities for the improvement of learning and teaching of computing. There is also evidence showing that confidence in teaching computing goes beyond mere provision of professional development, but also relies on depth of knowledge of subject at conceptual level as well as a corresponding understanding of technology required in the teaching. Results have also shown that where success in teacher confidence has been reported, academy trust ethos has had a big part to play. Collaboration and support have been seen to contribute greatly to better understanding of the computing curriculum.

The research concludes by noting how there is acknowledgement that computing is an essential subject and that there is a need for better pooling of and publicising and personalising of strategies designed to improve teacher confidence. This thesis considers the complex relationship between the curriculum, teacher development needs and the place computing has in education.