As computer science (CS) pre-tertiary curricula are being updated worldwide, there is a need for effective upskilling programs for teachers. However, the creation of such programs is hindered by a lack of research on the prior understanding of novice CS teachers. This study investigates conceptions of underlying internet principles (an important new topic in CS education) among fifty novice K-9 CS teachers and compares them with understanding of 165 children (Grades 4, 6, and 8) across Czechia. The present study employs a mixed-methods approach, including semi-structured interviews and drawing tasks. The findings revealed that while most novice CS teachers recognized the internet as a global network, their conceptions of data storage and transfer were varied and often unstable. Only a third of teachers demonstrated a stable understanding of servers, and many exhibited misconceptions regarding data transfer, often incorrectly emphasizing the role of satellites. Most teachers in our sample knew the basics about digital trace topics, but only advanced teachers were familiar with news feed personalization. Comparatively, teachers possessed more advanced (yet still patchy) knowledge than children, reflecting a blend of everyday and scientific knowledge.These findings underscore the necessity for targeted programs to enhance teachers’ comprehension of internet principles, particularly the less visible aspects such as data storage and transfer mechanisms.
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