Towards a Competency Model for Teaching Computer Science

To address the special challenges of teaching computer science, adequate development of teachers' competencies during their education is extremely important. In particular, pedagogical content knowledge and teachers' beliefs and motivational orientations play an important role in effective...

Full description

Saved in:
Bibliographic Details
Published in:Peabody journal of education 2015-08, Vol.90 (4), p.519-532
Main Authors: Bender, Elena, Hubwieser, Peter, Schaper, Niclas, Margaritis, Melanie, Berges, Marc, Ohrndorf, Laura, Magenheim, Johannes, Schubert, Sigrid
Format: Article
Language:English
Subjects:
Beliefs
CAI
Competency Based Teacher Education
Computer assisted instruction
Computer science
Computer Science Education
Content analysis
Critical Incidents Method
Foreign Countries
Germany
Higher Education
Interviews
Knowledge
Pedagogical Content Knowledge
Pedagogy
Qualitative Research
Teacher Competencies
Teacher Motivation
Teachers
Teaching
Teaching Methods
Teaching Models
Teaching Skills
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:To address the special challenges of teaching computer science, adequate development of teachers' competencies during their education is extremely important. In particular, pedagogical content knowledge and teachers' beliefs and motivational orientations play an important role in effective teaching. This research field has been sparsely investigated up to now and there exists no consistent competency model for teaching computer science in Germany. Therefore, this paper describes the development of competency in the areas of pedagogical content knowledge, teachers' beliefs, and motivational orientations with regard to computer science. Competency-relevant factors for teaching computer science are theoretically derived and concretely formulated with the help of expert interviews conducted according to the critical incident technique and analyzed using techniques of qualitative content analysis.
ISSN:0161-956X
1532-7930
DOI:10.1080/0161956X.2015.1068082