Towards a Competency Model for Teaching Computer Science

Elena Bender; Peter Hubwieser; Niclas Schaper; Melanie Margaritis; Marc Berges; Laura Ohrndorf; Johannes Magenheim; Sigrid Schubert

doi:10.1080/0161956X.2015.1068082

Towards a Competency Model for Teaching Computer Science

Elena Bender, Peter Hubwieser, Niclas Schaper, Melanie Margaritis, Marc Berges, Laura Ohrndorf, Johannes Magenheim, Sigrid Schubert

Default

Research output: Contribution to journal › Article › peer-review

23 Scopus citations

Abstract

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.

Original language	English
Pages (from-to)	519-532
Number of pages	14
Journal	Peabody Journal of Education
Volume	90
Issue number	4
DOIs	https://doi.org/10.1080/0161956X.2015.1068082
State	Published - 8 Aug 2015

Access to Document

10.1080/0161956X.2015.1068082

Cite this

@article{990576aa40ef4a4cbdb499825a827eac,

title = "Towards a Competency Model for Teaching Computer Science",

abstract = "To address the special challenges of teaching computer science, adequate development of teachers{\textquoteright} competencies during their education is extremely important. In particular, pedagogical content knowledge and teachers{\textquoteright} 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{\textquoteright} 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.",

author = "Elena Bender and Peter Hubwieser and Niclas Schaper and Melanie Margaritis and Marc Berges and Laura Ohrndorf and Johannes Magenheim and Sigrid Schubert",

note = "Publisher Copyright: {\textcopyright} 2015, Copyright {\textcopyright} Taylor & Francis Group, LLC.",

year = "2015",

month = aug,

day = "8",

doi = "10.1080/0161956X.2015.1068082",

language = "English",

volume = "90",

pages = "519--532",

journal = "Peabody Journal of Education",

issn = "0161-956X",

publisher = "Taylor and Francis Ltd.",

number = "4",

}

TY - JOUR

T1 - Towards a Competency Model for Teaching Computer Science

AU - Bender, Elena

AU - Hubwieser, Peter

AU - Schaper, Niclas

AU - Margaritis, Melanie

AU - Berges, Marc

AU - Ohrndorf, Laura

AU - Magenheim, Johannes

AU - Schubert, Sigrid

PY - 2015/8/8

Y1 - 2015/8/8

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=84940670554&partnerID=8YFLogxK

U2 - 10.1080/0161956X.2015.1068082

DO - 10.1080/0161956X.2015.1068082

M3 - Article

AN - SCOPUS:84940670554

SN - 0161-956X

VL - 90

SP - 519

EP - 532

JO - Peabody Journal of Education

JF - Peabody Journal of Education

IS - 4

ER -

Towards a Competency Model for Teaching Computer Science

Abstract

Access to Document

Other files and links

Fingerprint

Cite this