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PCK and reflection in computer science teacher education

Authors:

Malte Buchholz,

Carsten SchulteAuthors Info & Claims

WiPSE '13: Proceedings of the 8th Workshop in Primary and Secondary Computing Education

Pages 8 - 16

https://doi.org/10.1145/2532748.2532752

Published: 11 November 2013 Publication History

Abstract

PCK (Pedagogical Content Knowledge) is that special mixture of deep content knowledge and deep pedagogical knowledge which results in specialized knowledge around a subject that grows with the years of teaching experience. We present our approach to foster development of PCK during university based teacher education; namely by including our teacher students in cyclic processes of researching and developing teaching models. In this paper, we describe our approach for fostering PCK through reflection on the activities of planning and teaching, and how we included this in our cyclic model. We also present first results from an evaluation of students' PCK. Based on the empirical data we present a preliminary model of development steps of PCK, describing three competence levels divided in the dimensions 'teaching', 'learning', and 'other'.

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Cited By

Kumala FYasa ASalimi MSueb S(2024)STEAMER Hybrid Learning Project for Creative and Computational Thinking: Perspectives from Elementary School Teacher CandidatesInternational Journal of Educational Methodology10.12973/ijem.10.3.413volume-10-2024:volume-10-issue-3-august-2024(413-429)Online publication date: 15-Aug-2024
https://doi.org/10.12973/ijem.10.3.413
Bjursten ENilsson TGumaelius L(2022)Computer programming in primary schools: Swedish Technology Teachers’ pedagogical strategiesInternational Journal of Technology and Design Education10.1007/s10798-022-09786-733:4(1345-1368)Online publication date: 21-Nov-2022
https://doi.org/10.1007/s10798-022-09786-7
Riese ELorås MUkrop MEffenberger TSchulte CBecker BDivitini MBarendsen E(2021)Challenges Faced by Teaching Assistants in Computer Science Education Across EuropeProceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 110.1145/3430665.3456304(547-553)Online publication date: 26-Jun-2021
https://dl.acm.org/doi/10.1145/3430665.3456304
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Index Terms

PCK and reflection in computer science teacher education
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

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cover image ACM Other conferences

WiPSE '13: Proceedings of the 8th Workshop in Primary and Secondary Computing Education

November 2013

141 pages

ISBN:9781450324557

DOI:10.1145/2532748

Conference Chairs:
Michael E. Caspersen
Aarhus University, Denmark
,
Maria Knobelsdorf
New York University, USA
,
Ralf Romeike
Friedrich-Alexander-Universität Erlangen-Nürnberg, Germany

Copyright © 2013 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Aarhus University: Aarhus University
GI: Gesellschaft für Informatik e.V.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 11 November 2013

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WiPSCE '13

Sponsor:

Aarhus University
GI

WiPSCE '13: Workshop in Primary and Secondary Computing Education

November 11 - 13, 2013

Aarhus, Denmark

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Overall Acceptance Rate 104 of 279 submissions, 37%

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Cited By

Kumala FYasa ASalimi MSueb S(2024)STEAMER Hybrid Learning Project for Creative and Computational Thinking: Perspectives from Elementary School Teacher CandidatesInternational Journal of Educational Methodology10.12973/ijem.10.3.413volume-10-2024:volume-10-issue-3-august-2024(413-429)Online publication date: 15-Aug-2024
https://doi.org/10.12973/ijem.10.3.413
Bjursten ENilsson TGumaelius L(2022)Computer programming in primary schools: Swedish Technology Teachers’ pedagogical strategiesInternational Journal of Technology and Design Education10.1007/s10798-022-09786-733:4(1345-1368)Online publication date: 21-Nov-2022
https://doi.org/10.1007/s10798-022-09786-7
Riese ELorås MUkrop MEffenberger TSchulte CBecker BDivitini MBarendsen E(2021)Challenges Faced by Teaching Assistants in Computer Science Education Across EuropeProceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 110.1145/3430665.3456304(547-553)Online publication date: 26-Jun-2021
https://dl.acm.org/doi/10.1145/3430665.3456304
Brandes OArmoni MGiannakos MSindre GLuxton-Reilly ADivitini M(2020)Towards a Holistic Reservoir of Research-Based PCK Segments of K-12 Computer Science TeachersProceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education10.1145/3341525.3387412(131-137)Online publication date: 15-Jun-2020
https://dl.acm.org/doi/10.1145/3341525.3387412
Izu CSchulte CAggarwal ACutts QDuran RGutica MHeinemann BKraemer ELonati VMirolo CWeeda RRößling GGiannakos MScharlau BMcDermott RPears ASabin M(2019)Fostering Program Comprehension in Novice Programmers - Learning Activities and Learning TrajectoriesProceedings of the Working Group Reports on Innovation and Technology in Computer Science Education10.1145/3344429.3372501(27-52)Online publication date: 18-Dec-2019
https://dl.acm.org/doi/10.1145/3344429.3372501
Brandes OArmoni MScharlau BMcDermott RPears ASabin M(2019)Using Action Research to Distill Research-Based Segments of Pedagogical Content Knowledge of K-12 Computer Science TeachersProceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education10.1145/3304221.3319773(485-491)Online publication date: 2-Jul-2019
https://dl.acm.org/doi/10.1145/3304221.3319773
Vivian RFalkner KMcCartney RPetersen ARobins AMoskal AMcCartney RRobins A(2019)Identifying Teachers' Technological Pedagogical Content Knowledge for Computer Science in the Primary YearsProceedings of the 2019 ACM Conference on International Computing Education Research10.1145/3291279.3339410(147-155)Online publication date: 30-Jul-2019
https://dl.acm.org/doi/10.1145/3291279.3339410
Fincher SKolikant YFalkner K(2019)Teacher Learning and Professional DevelopmentThe Cambridge Handbook of Computing Education Research10.1017/9781108654555.026(727-748)Online publication date: 15-Feb-2019
https://doi.org/10.1017/9781108654555.026
(2019)The Cambridge Handbook of Computing Education Research10.1017/9781108654555Online publication date: 15-Feb-2019
https://doi.org/10.1017/9781108654555
Dohrmann RNordmeier V(2019)Die Verknüpfung von Theorie und Praxis im Lehr-Lern-Labor-Blockseminar als Unterstützung der Professionalisierung angehender LehrpersonenLehr-Lern-Labore10.1007/978-3-662-58913-7_13(191-207)Online publication date: 3-Aug-2019
https://doi.org/10.1007/978-3-662-58913-7_13
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