PCK and reflection in computer science teacher education

Buchholz, Malte; Saeli, Mara; Schulte, Carsten

doi:10.1145/2532748.2532752

Cited by 53 publications

(7 citation statements)

References 11 publications

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“…40). (Hubwieser et al, 2013) In the empirically based further development of the competence structure model, it became apparent that, similar to the model by Buchholz, Saeli and Schulte described above, the ability of teachers to combine subject-specific and subject-didactic knowledge and to translate this into practical, learner-related teaching operation is an important distinguishing criterion for the degree of computer science didactic competence acquired (Buchholz et al, 2013).…”

Section: Computer Science Didactic Competenciesmentioning

confidence: 86%

“…The test instruments items could be adapted for the target group from theoretically and empirically-based competence models for the education of computer science teachers and derived from measurement instruments already available there (cf. e.g., KUI, CoRe in Chapter 4: Bender et al, 2015Bender et al, , 2016Buchholz et al, 2013;Linck et al, 2013;Magenheim et al, 2010;Neugebauer et al, 2015;Williams & Lockley, 2012) and refer to subject-specific, subject-didactic, motivational and volitional aspects of competence (Weinert, 2001). This also includes the assessment of practice-related action competence in computer science-related learning situations through observations.…”

Section: 2 4 Research On Effectivenessmentioning

confidence: 99%

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Early Computer Science Education – Goals and Success Criteria for Pre-Primary and Primary Education

Bergner¹,

Koster²,

Magenheim³

et al. 2023

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Section: Computer Science Didactic Competenciesmentioning

confidence: 86%

Section: 2 4 Research On Effectivenessmentioning

confidence: 99%

Early Computer Science Education – Goals and Success Criteria for Pre-Primary and Primary Education

Bergner¹,

Koster²,

Magenheim³

et al. 2023

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“…The technology knowledge dimension intersects with both the pedagogical knowledge and the content knowledge dimension, in what is referred to as technological pedagogical content knowledge (TPACK) [19]. Both the PCK and the TPACK framework have previously been applied to CS contexts, mainly in the K-12 teacher education settings [4,7,37].…”

Section: Related Research and Theorymentioning

confidence: 99%

Challenges Faced by Teaching Assistants in Computer Science Education Across Europe

Riese

Lorås

Ukrop

et al. 2021

Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education v. 1

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Teaching assistants (TAs) are heavily used in computer science courses as a way to handle high enrollment and still being able to offer students individual tutoring and detailed assessments. TAs are themselves students who take on this additional role in parallel with their own studies at the same institution. Previous research has shown that being a TA can be challenging but has mainly been conducted on TAs from a single institution or within a single course. This paper offers a multi-institutional, multi-national perspective of challenges that TAs in computer science face. This has been done by conducting a thematic analysis of 180 reflective essays written by TAs from three institutions across Europe. The thematic analysis resulted in five main challenges: becoming a professional TA, student focused challenges, assessment, defining and using best practice, and threats to best practice. In addition, these challenges were all identified within the essays from all three institutions, indicating that the identified challenges are not particularly contextdependent. Based on these findings, we also outline implications for educators involved in TA training and coordinators of computer science courses with TAs.

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“…Die von der Stiftung "Haus der kleinen Forscher" entwickelten Materialien zur frühen informatischen Bildung sollten einer kritischen Analyse durch eine Gruppe Bender et al ., 2015Bender et al ., , 2016Buchholz et al ., 2013;Linck et al ., 2013;Magenheim et al ., 2010;Neugebauer et al ., 2015;Williams & Lockley, 2012) und sich auf fachliche, fachdidaktische, motivationale und volitionale Kompetenzaspekte beziehen (Weinert, 2001) . Dies schließt die Evaluation der praxisbezogenen Handlungskompetenz in informatikbezogenen Lernsituationen durch Beobachtungen mit ein .…”

Section: Materialevaluation (In Analogie Zur Mathematikdidaktik)unclassified

Frühe informatische Bildung – Ziele und Gelingensbedingungen für den Elementar- und Primarbereich

Bergner¹

2018

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Wir bedanken uns herzlich bei Prof. Dr. Brunhilde Marquardt-Mau für die fachlichen Anregungen zur Methode "Forschungskreis".Der "Forschungskreis" beinhaltet zentrale Schritte des forschenden Lernens und hilft pädagogischen Fach-und Lehrkräften, das forschende Lernen mit Kindern ab dem Kindergartenalter so zu gestalten, dass sie ausgehend von ihren Fragen neue Lernerfahrungen machen können. Der "Forschungskreis" wurde in Anlehnung an Arbeiten von Prof. Dr. Brunhilde Marquardt-Mau (2004 entwickelt und seitdem fortlaufend weiterentwickelt.Der Forschungskreis wird in den Bänden der Wissenschaftlichen Schriftenreihe erläutert, folgendes möchten wir hier ergänzen:

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PCK and reflection in computer science teacher education

Cited by 53 publications

References 11 publications

Early Computer Science Education – Goals and Success Criteria for Pre-Primary and Primary Education

Early Computer Science Education – Goals and Success Criteria for Pre-Primary and Primary Education

Challenges Faced by Teaching Assistants in Computer Science Education Across Europe

Frühe informatische Bildung – Ziele und Gelingensbedingungen für den Elementar- und Primarbereich

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