In this study, the current status of remote and large- scale group training for SW education is examined through a questionnaire. In order to improve elementary school teachers’ awareness of SW education, a plan to utilize the Elementary SW Teachers Research Group, which is a voluntary organization of teachers, was proposed.
With the introduction of SW education to elementary schools in accordance with the social trend of increasing the need for SW education, it is crucial for all elementary school teachers to promote instructional expertise in SW education. Although SW education training has been conducted steadily to enhance the expertise of teachers in this form of education, the training thereof has not connected with the curriculum and systematization of the training process. Furthermore, the contents of SW education have been insufficient. Consequently, voluntary meetings and research groups at home and abroad are conducted to improve teachers’ awareness and expertise in education.
As a result of the survey and in-depth interview analysis, the research members were able to increase their awareness of software education and expertise in technology knowledge through internal and external training conducted in the research group. It was possible to increase content teaching knowledge expertise in the process of sharing knowledge among members, and sharing the experience of SW education classes through other members in research schools. In order for SW education to be properly positioned in elementary education, it is necessaryimperative to increase awareness of the correct direction that SW education is pursuing, and training that can motivate the need for SW education. Elementary school teachers’ class expertise can be enhanced by training by asking questions freely in a comfortable atmosphere as well as sharing knowledge and exchanging opinions. In addition, it will be possible to increase elementary school teachers’ expertise through training, in which teachers learn and create together rather than transferring knowledge unilaterally.