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的关键技能，但同时也极具挑战性。教授调试技能本身亦非易事。对于时间有限或编程经验不足的中学教师而言，培养学生对调试的深入理解是一项艰巨任务。尽管如此，目前针对教师调试教学视角的研究仍十分有限。为此，我们以文本编程为重点，探究了中学教师在课堂调试教学中的实践经验。通过对九场半结构化访谈的专题分析，我们发现教师普遍面临学生过度依赖教师调试支持的现象，其典型表现为课堂上频繁举手求助。我们将此现象称为“举手问题”。经验更丰富、教学信心更强的教师探讨了他们应对该问题的策略，而信心不足的教师则更多描述了该问题带来的负面后果。我们建议未来应加强对调试教学领域专业知识的研究，并通过教师专业发展项目，帮助信心不足的教师建立有效的学生调试支持体系。