ABSTRACT
Teachers' pedagogical content knowledge (PCK) is an important factor in all that concerns teaching and learning processes. As such, it plays an important role in pre-service teachers' training and in-service teachers' professional development. In line with this, the pedagogical content knowledge of computer science teachers (CS-PCK) receives considerable attention in current computing education research. However, very little is known about effective ways of extracting valid and reliable CS-PCK segments from the practical work of CS in-service teachers, and hence, only a limited reservoir of such segments is available for CS educators. Here we report on research in which we developed and investigated a new strategy for extracting research-based CS-PCK segments from the practical work of experienced high-school teachers. This strategy incorporated action research, conducted by the CS teachers in their classes, as part of a long and extensive workshop for professional development of CS teachers. Our findings show that the use of action research within the unique platform provided by the workshop yielded a rich variety of research-based CS-PCK segments. Furthermore, our findings emphasize the important role of the social context of the workshop in teachers' success in conducting reliable and valid action research. In addition, teachers' attitudes regarding the use of action research as a tool for improving their practice were positive, as well as their tendency to adopt and use this tool in their practice.
- Michal Armoni. 2011. Looking at secondary teacher preparation through the lens of computer science. ACM Transactions on Computing Education, 11, 4, Article 23, 38 pages. Google ScholarDigital Library
- Miriam Ben-Peretz. 2011. Teacher knowledge: What is it? How do we uncover it? What are its implications for schooling? Teaching and Teacher Education, 27, 1, 3--9.Google ScholarCross Ref
- Elena Bender, Peter Hubwieser, Niclas Schaper, Melanie Margaritis, Marc Berges, Laura Ohrndorf, Johannes Magenheim, and Sigrid Schubert. 2015. Towards a competency model for teaching computer science, Journal of Education, 90, 4, 519--532.Google Scholar
- Amanda Berry, and Jan H. Van Driel. 2012. Teaching about teaching science: Aims, strategies and backgrounds of science teacher educators. Journal of Teacher Education, 64, 2, 117--128.Google ScholarCross Ref
- Malte Buchholz, Mara Saeli, and Carsten Schulte. 2013. PCK and reflection in computer science teacher education. In Proceedings of the 8th Workshop in Primary and Secondary Computing Education, 8--16. Google ScholarDigital Library
- David Clarke, and Hilary Hollingsworth. 2002. Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947--967.Google ScholarCross Ref
- Michael F. Connely, Jean D. Cladinin, and Ming Fang He. 1997. Teachers' personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13, 7, 665--674.Google ScholarCross Ref
- Larry Cuban. 1993. The lure of curricular reform and its pitiful history. Phi Delta Kappan. 75, 2, 182--185.Google Scholar
- Fien Depaepe, Lieven Verschaffel, and Geert Kelchtermans. 2013. Pedagogical content knowledge: a systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12--25.Google ScholarCross Ref
- Barney G. Glaser, and Anselm L. Strauss. 1967. The Discovery of Grounded Theory. Strategies for Qualitative Research. Aldine, Chicago, Illinois, USA.Google Scholar
- Ivor Goodson, and Pat Sikes. 2001. Life History Research in Educational Settings: Learning From Lives. Open University Press, London, UK.Google Scholar
- Pamela L. Grossman. 1989. A study in contrast: Sources of pedagogical content knowledge for secondary English. Journal of Teacher Education, 40, 5, 24--31.Google ScholarCross Ref
- Pamela L. Grossman. 1990. The Making of a Teacher: Teacher Knowledge and Teacher Education. Columbia University, New York, NY, USA and Teachers College Press, London, UK.Google Scholar
- Egon G. Guba, and Yvonna S. Lincoln. 1981. Effective Evaluation: Improving the Usefulness of Evaluation Results Through Responsive and Naturalistic Approaches. The Jossey-Bass higher and adult education series and the Jossey-Bass social and behavioral science series, San Francisco, CA, US.Google Scholar
- John A.C. Hattie. 2003. Teachers make a difference: What is the research evidence? In Building Teacher Quality: What does the research tell us, Proceedings of the Australian Council for Educational Research.Google Scholar
- James Hiebert, Anne Morris, and Brad Glass. 2003. Learning to learn to teach: an experiment model for teaching and teacher preparation in mathematics. Journal of Mathematics Teacher Education, 6, 3, 201--222.Google ScholarCross Ref
- Heather C. Hill, Deborah L. Ball, and Stephen G. Schilling. 2008. Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge. Journal for Research in Mathematics Education, 39, 4, 372--400.Google Scholar
- Aleata Hubbard. 2018. Pedagogical content knowledge in computing education: a review of the research literature. Computer Science Education, 28, 2, 117--135.Google ScholarCross Ref
- Peter Hubwieser, Johannes Magenheim, Andreas Mühling, and Alexander Ruf. 2013. Towards a conceptualization of pedagogical content knowledge for computer science. In Proceedings of the 9th International Computing Education Research Conference, 1--8. Google ScholarDigital Library
- Loannis Ioannou, and Charoula Angeli. 2013. Teaching computer science in secondary education: a technological pedagogical content knowledge perspective. In Proceedings of the 8th Workshop in Primary and Secondary Computing Education, 1--7. Google ScholarDigital Library
- Loannis Ioannou, and Charoula Angeli. 2014. Examining the effect of an instructional intervention on destabilizing learners' misconceptions about the central processing unit. In Proceedings of the 9th Workshop in Primary and Secondary Computing Education, 93--99. Google ScholarDigital Library
- Dona M. Kagan. 1990. Ways of evaluating teacher cognition: Inferences concerning the Goldilocks Principle. Review of Educational Research, 60, 3, 419--469.Google ScholarCross Ref
- Joseph Keating, Rosario Diaz-Greenberg, Mark Baldwin, and Jacqueline Thousand. 1998. A collaborative action research model for teacher preparation programs. Journal of Teacher Educion, 49, 5, 381--390.Google ScholarCross Ref
- Herman Koppelman. 2008. Pedagogical content knowledge and educational cases in computer science: an exploration. In Proceedings of the Informing Science & IT Education Conference, 125--133.Google ScholarCross Ref
- John Loughran, Amanda Berry, and Pamela Mulhall. 2012. Understanding and Developing Science Teachers' Pedagogical Content Knowledge (2nd Ed.). Sense Publishers, Rotterdam, Netherlands.Google Scholar
- John Loughran, Pamela Mulhall, and Amanda Berry. 2004. In search of pedagogical content knowledge in science: developing ways of articulating and documenting professional practice. Journal of Research in Sience Teaching, 41, 4, 370--391.Google ScholarCross Ref
- Shirley Magnusson, Joseph Krajcik, and Hilda Borko. 1999. Nature, sources, and development of pedagogical content knowledge for science teaching. In Julie Gess-Newsom, and Norman G. Lederman (Eds.), PCK and Science Education. 95--132. Kluwer Academic Publishers, The Netherlands.Google Scholar
- Rachel Mamlok-Naaman, Oshrit Navon, Miriam Carmeli, and Avi Hofstein. 2003. Teachers research their students' understanding of electrical conductivity. The Australian Journal of Education in Chemistry, 62, 13--19.Google Scholar
- Melania Margaritis. 2014. What pedagogical content knowledge competencies do computer science pre-service teachers have? In Proceedings of the 10th annual conference on International computing education research, 161--162. Google ScholarDigital Library
- Alannah Oleson, Christopher Mendez, Zoe Steine-Hanson, Claudia Hilderbrand, Christopher Perdriau, Margaret Burnett, and Andrew J. Ko. 2018. Pedagogical content knowledge for teaching inclusive design. In Proceedings of the 2018 ACM Conference on International Computing Education Research, 69--77. Google ScholarDigital Library
- Mara Saeli. 2009. How to teach programming in secondary education: First results of a PhD project. In Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education, 356. Google ScholarDigital Library
- Mara Saeli. 2012. Teaching Programming for Secondary School: a Pedagogical Content Knowledge Based Approach. Unpublished PhD Dissertation, Technical University Eindhoven, Eindhoven, The Netherlands.Google Scholar
- Mara Saeli, Jacob Perrenet, Wim M. G. Jochem, and Bert Zwaneveld. 2011. Teaching programming in secondary school: a pedagogical content knowledge perspective. Informatics in Education, 10, 1, 73--88.Google ScholarCross Ref
- Asher Shkedi. 2005. Multiple Case Narrative: A Qualitative Approach to Studying Multiple Populations. John Benjamins Publishing Company, Amsterdam, The Netherlands.Google Scholar
- Lee S. Shulman. 1983. Autonomy and obligation: The remote control of teaching. In Lee S. Shulman, and Gary Sykes (Eds.), Handbook of Teaching and Policy. Longman, New York, NY, USA.Google Scholar
- Lee S. Shulman. 1986. Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 2, 4--14.Google ScholarCross Ref
- Lee S. Shulman. 1987. Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1, 1--21.Google ScholarCross Ref
- Lee S. Shulman. 2002. Truth and consequences? Inquiry and policy in research on teacher education. Journal of Teacher Education, 53, 3, 248--253.Google ScholarCross Ref
- Lee S. Shulman. 2007. Practical wisdom in the service of professional practice. Educational Researcher, 36, 9, 560--563.Google ScholarCross Ref
- Jan H. van Driel, Douwe Beijaard, and Nico Verloop. 2001. Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching, 38, 2, 137--158.Google ScholarCross Ref
- Jan H. van Driel, Nico Verloop, and Wobbe de Vos. 1998. Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35, 6, 673--695.Google ScholarCross Ref
Recommendations
The Effects of a Professional Development Workshop Focusing on Action Research on the Practice of High-School Computer Science Teachers
WiPSCE '19: Proceedings of the 14th Workshop in Primary and Secondary Computing EducationThe practice of teaching involves constant learning and professional growth. Professional development (PD) is necessary even for qualified in-service teachers, allowing them to enhance their disciplinary knowledge, acquire and become familiar with new ...
Towards a Holistic Reservoir of Research-Based PCK Segments of K-12 Computer Science Teachers
ITiCSE '20: Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science EducationComputer science education (CSE) at the K-12 level is becoming increasingly more prevalent. Consequently, there is an urgent need for competent CS teachers; hence, also for effective training programs. The pedagogical content knowledge of CS teachers (...
An International Pilot Study of K-12 Teachers' Computer Science Self-Esteem
ITiCSE '20: Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science EducationComputer Science (CS) is a new subject area for many K-12 teachers around the world, requiring new disciplinary knowledge and skills. Teacher social-behavioral factors (e.g. self-esteem) have been found to impact learning and teaching, and a key part of ...
Comments