Computer Science Pedagogical Content Knowledge

Abstract

Computer science education efforts are expanding across the globe to equip students with the necessary computing skills for today’s digital world. However, preparing students to become literate in computing activities requires the training of tens of thousands of teachers in computer science. The discrepancy between student needs and teacher preparation in computer science has raised questions of quality teachers, particularly for teachers who do not possess adequate content or pedagogical knowledge to teach computer science efficiently. To address this issue, we designed an instrument to measure knowledge needed to teach computer science (i.e., computer science pedagogical content knowledge). Results exhibited that our instrument measured aspects of teachers’ computer science pedagogical content knowledge; however, teachers’ prior background in teaching did not influence their performance. We discuss implications for future research and practice.

Impact of students evaluation of teaching: a text analysis of the teachers qualities by gender

“…However, evidence from the existing works has shown that male students achieved a higher level of competencies compared with female students (Silva et al, 2019). Perhaps, future research questions might address whether such differences in skills also exist for male and female teachers (Sánchez et al, 2019;Exter et al, 2019;Yadav & Berges, 2019;Crues et al, 2018).…”

“…The series of experiments and analyses presented in this paper is useful for improvement of the teaching practices that students value, primarily because it addresses gender stereotypes and teacher-student engagement (Crues et al, 2018;Sánchez et al, 2019). The model we present is a Competency-Based Education (CBE) model (UNESCO, 2015;Yadav & Berges, 2019), and it is adequate and effective in supporting the new educational process initiatives and practices (TEC, 2018).…”

“…We note that by using the information correctly, educational organizations can define procedures and policies aimed to maintain a strong relationship with the stakeholders (Payne, 2006;Piedade & Santos, 2010). The models and methodologies discussed thus far have shown to be essential to promote the personalization of users' experiences and outcomes, e.g., learning processes, teachers' performance, and competencies (Pedró, Subosa, Rivas, & Valverde, 2019;Sánchez, Domínguez, Blanco, & Jaime, 2019;Yadav & Berges, 2019).…”

Computational Thinking : Media Pembelajaran CSK (CT-Sheet for Kids) dalam Matematika PAUD

“…Hal ini dimaksudkan agar anak-anak mereka sudah mengenal CT sejak dini dan bisa mengaplikasikannya dalam segala aspek kehidupan. Didukung oleh Yadav & Berges (2019) yang mengatakan bahwa CT dianggap sebagai kompetensi universal, yang harus ditambahkan ke kemampuan analitis setiap anak sebagai unsur penting dalam pembelajaran sekolah mereka. Maksud dari pernyataan ini adalah CT perlu ditambahkan atau dilatihkan kepada anak sejak usia dini.…”

Teaching algorithms in upper secondary education: a study of teachers’ pedagogical content knowledge

“…This highlights the need for sufficient education and adequate professional development to support both in-service and pre-service teachers responding to this challenge. Computing education is expanding, requiring the training of many new teachers (Leyzberg & Moretti, 2017;Yadav & Berges, 2019). To enrich teacher education, it is common and effective to examine the knowledge of experienced teachers and the broad range of variation therein (Verloop et al, 2001).…”