How teachers are able to adapt to a changing environment is essentially dependent on their beliefs and motivational orientations. The development of these aspects in the context of professional competence takes place during teachers' educational phase and professional practice. The overall understanding of professional competence for teaching computer science follows the notion of empirical educational research including beliefs and motivational aspects. This article aims to investigate relevant domain-specific beliefs and motivational orientations for teaching computer science and their consideration in curricula for computer science teacher education. Therefore, results of an expert interview study based on the critical incident technique lead to appropriate descriptions for domain-relevant beliefs and motivational orientations. Results of a broad curriculum analysis indicate how those aspects are normatively considered in computer science university and school education in Germany. The data were analyzed by qualitative content analysis.

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In order to identify important competencies required for teaching computer science in schools, the research project KUI (Competencies for Teaching Computer Science) granted by the Ministry of Education and Research (BMBF) was founded. At this point in time, there is no consistent competency model for training computer science pre-service teachers in Germany. The development of an adequate model is an important step to establish outcome-oriented guidelines and curricula recommendations. The first framework of a competency model is structured into the dimensions of subject matter knowledge (CK), pedagogical content knowledge (PCK) and non-cognitive competencies (NCC). This article concentrates on the development of the PCK and NCC competency model. It describes our methodological approach, our results of expert interviews to refine the model, and shows an overview of the first competency definitions.

In the framework of a cooperation project that aims to identify the competencies required for teaching computer science in schools, we are developing a conceptualization of PCK currently. Up to now, we have derived a category system from literature and evaluated several interviews with teaching persons. In this paper, we describe the category system and the most important steps of its derivation. Further, we present the results of a survey that had investigated all curricula for CS teacher education that we had found in Germany, looking for the implementation of those categories. Furthermore, we are preparing interviews among experts about PCK, applying the Critical Incident Technique.

This document aims at identifying important competencies for pedagogical content knowledge of Computer Science pre-service teachers at the end of the theoretical part of their education by means of empirical research. The goal of this study is to detect whether pedagogical content knowledge courses for Computer Science pre-service teachers are sufficient or whether the curriculum should be adapted. For my research, I am using video recordings and interviews to measure these competencies. Moreover, I based my study on the pedagogical content knowledge competence model developed by the "Competencies for Teaching Computer Science" research group.