Debugging is a vital but challenging skill for beginner programmers to learn. It is also a difficult skill to teach. For secondary school teachers, who may lack time or programming experience, honing students' understanding of debugging can be a daunting task. Despite this, little research has explored their perspectives of debugging. To this end, we investigated secondary teachers' experiences of debugging in the classroom, with a focus on text-based programming. Through thematic analysis of nine semi-structured interviews, we identified a common reliance on the teacher for debugging support, embodied by many raised hands. We call this phenomenon the `hands-up problem'. While more experienced and confident teachers discussed strategies they use to counteract this, less confident teachers discussed the negative consequences of this problem. We recommend further research into debugging-specific pedagogical content knowledge and professional development to help less confident teachers develop approaches for supporting their students with debugging.

翻译：调试是初学者程序员必须掌握但极具挑战性的技能，同时也是一项难以教授的能力。对于可能缺乏时间或编程经验的中学教师而言，培养学生对调试的理解是一项艰巨的任务。尽管如此，目前鲜有研究探讨教师对调试教学的看法。为此，我们调查了中学教师在文本编程课堂中的调试教学经验。通过对九次半结构化访谈的主题分析，我们发现教师普遍依赖自身提供调试支持，表现为学生频繁举手求助——我们将此现象称为“举手问题”。经验更丰富、信心更足的教师讨论了应对此问题的策略，而信心不足的教师则阐述了该问题带来的负面影响。我们建议进一步开展针对调试教学法内容知识的研究，并通过专业发展培训帮助信心不足的教师建立支持学生调试学习的教学方法。