Informatics, Curriculum, Primary School, Transition Period, Teacher Feed-back, Questionnaire.

This paper deals with the process of developing the new concept of the Informatics curriculum. The main objective is to monitor and explore how the new concept was developed and implemented within the Czech educational system through the lens of Czech teachers. The process started in the two-year transition period, which was monitored in three rounds: at the beginning (Round 1, autumn 2021), in the middle (Round 2, autumn 2022), and at the end (Round 3, summer 2022). In total, data were collected from Czech primary school teachers of Informatics (N = 229) using a questionnaire. Nine research questions were set that focused on the preference for the new concept, evaluation of respondents’ subject knowledge and didactic skills, consideration of the school equipment, use of new learning materials and teaching methods, main sources of new information in Informatics and teaching Informatics, perceiving the new concept of the Informatics curriculum, in particular, what they consider positive, negative, and what topic/s they miss in the learning content. The results showed that the teachers were not sure of their opinions during and after the transition period, they needed more experience. Therefore, further investigation needs to be conducted that can be carried out continuously every year after the implementation of the new concept, without geographical limits, so that the results could be generalized to the whole population of the country.

This paper deals with the process of developing the new concept of the Informatics curriculum. The main objective is to monitor and explore how the new concept was developed and implemented within the Czech educational system through the lens of Czech teachers. The process started in the two-year transition period, which was monitored in three rounds: at the beginning (Round 1, autumn 2021), in the middle (Round 2, autumn 2022), and at the end (Round 3, summer 2022). In total, data were collected from Czech primary school teachers of Informatics (N = 229) using a questionnaire. Nine research questions were set that focused on the preference for the new concept, evaluation of respondents’ subject knowledge and didactic skills, consideration of the school equipment, use of new learning materials and teaching methods, main sources of new information in Informatics and teaching Informatics, perceiving the new concept of the Informatics curriculum, in particular, what they consider positive, negative, and what topic/s they miss in the learning content. The results showed that the teachers were not sure of their opinions during and after the transition period, they needed more experience. Therefore, further investigation needs to be conducted that can be carried out continuously every year after the implementation of the new concept, without geographical limits, so that the results could be generalized to the whole population of the country.