Pedagogical content knowledge for computer science in German teacher education curricula

Peter Hubwieser; Marc Berges; Johannes Magenheim; Niclas Schaper; Kathrin Bröker; Melanie Margaritis; Sigrid Schubert; Laura Ohrndorf

doi:10.1145/2532748.2532753

Pedagogical content knowledge for computer science in German teacher education curricula

Peter Hubwieser
, Marc Berges
, Johannes Magenheim
, Niclas Schaper
, Kathrin Bröker
, Melanie Margaritis
, Sigrid Schubert
, Laura Ohrndorf

Department of Computer Science

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

19 Scopus citations

Abstract

In the framework of a cooperation project that aims to identify the competencies required for teaching computer science in schools, we are developing a conceptualization of PCK currently. Up to now, we have derived a category system from literature and evaluated several interviews with teaching persons. In this paper, we describe the category system and the most important steps of its derivation. Further, we present the results of a survey that had investigated all curricula for CS teacher education that we had found in Germany, looking for the implementation of those categories. Furthermore, we are preparing interviews among experts about PCK, applying the Critical Incident Technique.

Original language	English
Title of host publication	WiPSCE 2013 - 8th Workshop in Primary and Secondary Computing Education, Proceedings
Publisher	Association for Computing Machinery
Pages	95-103
Number of pages	9
ISBN (Print)	9781450324557
DOIs	https://doi.org/10.1145/2532748.2532753
State	Published - 2013
Event	8th Workshop in Primary and Secondary Computing Education, WiPSCE 2013 - Aarhus, Denmark Duration: 11 Nov 2013 → 13 Nov 2013

Publication series

Name	ACM International Conference Proceeding Series

Conference

Conference	8th Workshop in Primary and Secondary Computing Education, WiPSCE 2013
Country/Territory	Denmark
City	Aarhus
Period	11/11/13 → 13/11/13

Keywords

Curricula
Empirical validation
Literature survey
Pedagogical content knowledge
Teacher education

Access to Document

10.1145/2532748.2532753

Cite this

Hubwieser, P., Berges, M., Magenheim, J., Schaper, N., Bröker, K., Margaritis, M., Schubert, S., & Ohrndorf, L. (2013). Pedagogical content knowledge for computer science in German teacher education curricula. In WiPSCE 2013 - 8th Workshop in Primary and Secondary Computing Education, Proceedings (pp. 95-103). (ACM International Conference Proceeding Series). Association for Computing Machinery. https://doi.org/10.1145/2532748.2532753

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title = "Pedagogical content knowledge for computer science in German teacher education curricula",

abstract = "In the framework of a cooperation project that aims to identify the competencies required for teaching computer science in schools, we are developing a conceptualization of PCK currently. Up to now, we have derived a category system from literature and evaluated several interviews with teaching persons. In this paper, we describe the category system and the most important steps of its derivation. Further, we present the results of a survey that had investigated all curricula for CS teacher education that we had found in Germany, looking for the implementation of those categories. Furthermore, we are preparing interviews among experts about PCK, applying the Critical Incident Technique.",

keywords = "Curricula, Empirical validation, Literature survey, Pedagogical content knowledge, Teacher education",

author = "Peter Hubwieser and Marc Berges and Johannes Magenheim and Niclas Schaper and Kathrin Br{\"o}ker and Melanie Margaritis and Sigrid Schubert and Laura Ohrndorf",

year = "2013",

doi = "10.1145/2532748.2532753",

language = "English",

isbn = "9781450324557",

series = "ACM International Conference Proceeding Series",

publisher = "Association for Computing Machinery",

pages = "95--103",

booktitle = "WiPSCE 2013 - 8th Workshop in Primary and Secondary Computing Education, Proceedings",

note = "8th Workshop in Primary and Secondary Computing Education, WiPSCE 2013 ; Conference date: 11-11-2013 Through 13-11-2013",

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Hubwieser, P, Berges, M, Magenheim, J, Schaper, N, Bröker, K, Margaritis, M, Schubert, S & Ohrndorf, L 2013, Pedagogical content knowledge for computer science in German teacher education curricula. in WiPSCE 2013 - 8th Workshop in Primary and Secondary Computing Education, Proceedings. ACM International Conference Proceeding Series, Association for Computing Machinery, pp. 95-103, 8th Workshop in Primary and Secondary Computing Education, WiPSCE 2013, Aarhus, Denmark, 11/11/13. https://doi.org/10.1145/2532748.2532753

Pedagogical content knowledge for computer science in German teacher education curricula. / Hubwieser, Peter; Berges, Marc; Magenheim, Johannes et al.
WiPSCE 2013 - 8th Workshop in Primary and Secondary Computing Education, Proceedings. Association for Computing Machinery, 2013. p. 95-103 (ACM International Conference Proceeding Series).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Pedagogical content knowledge for computer science in German teacher education curricula

AU - Hubwieser, Peter

AU - Berges, Marc

AU - Magenheim, Johannes

AU - Schaper, Niclas

AU - Bröker, Kathrin

AU - Margaritis, Melanie

AU - Schubert, Sigrid

AU - Ohrndorf, Laura

PY - 2013

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N2 - In the framework of a cooperation project that aims to identify the competencies required for teaching computer science in schools, we are developing a conceptualization of PCK currently. Up to now, we have derived a category system from literature and evaluated several interviews with teaching persons. In this paper, we describe the category system and the most important steps of its derivation. Further, we present the results of a survey that had investigated all curricula for CS teacher education that we had found in Germany, looking for the implementation of those categories. Furthermore, we are preparing interviews among experts about PCK, applying the Critical Incident Technique.

AB - In the framework of a cooperation project that aims to identify the competencies required for teaching computer science in schools, we are developing a conceptualization of PCK currently. Up to now, we have derived a category system from literature and evaluated several interviews with teaching persons. In this paper, we describe the category system and the most important steps of its derivation. Further, we present the results of a survey that had investigated all curricula for CS teacher education that we had found in Germany, looking for the implementation of those categories. Furthermore, we are preparing interviews among experts about PCK, applying the Critical Incident Technique.

KW - Curricula

KW - Empirical validation

KW - Literature survey

KW - Pedagogical content knowledge

KW - Teacher education

UR - https://www.scopus.com/pages/publications/84900986737

U2 - 10.1145/2532748.2532753

DO - 10.1145/2532748.2532753

M3 - Conference contribution

AN - SCOPUS:84900986737

SN - 9781450324557

T3 - ACM International Conference Proceeding Series

SP - 95

EP - 103

BT - WiPSCE 2013 - 8th Workshop in Primary and Secondary Computing Education, Proceedings

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T2 - 8th Workshop in Primary and Secondary Computing Education, WiPSCE 2013

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ER -

Hubwieser P, Berges M, Magenheim J, Schaper N, Bröker K, Margaritis M et al. Pedagogical content knowledge for computer science in German teacher education curricula. In WiPSCE 2013 - 8th Workshop in Primary and Secondary Computing Education, Proceedings. Association for Computing Machinery. 2013. p. 95-103. (ACM International Conference Proceeding Series). doi: 10.1145/2532748.2532753

Pedagogical content knowledge for computer science in German teacher education curricula

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Keywords

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