Pedagogical Content Knowledge for Computer Science in German Teacher Education Curricula
Hubwieser P, Berges MP, Magenheim J, Schaper N, Bröker K, Margaritis M, Schubert S, Ohrndorf L (2013)
Publication Type: Conference contribution, Conference Contribution
Publication year: 2013
Publisher: ACM
City/Town: New York
Pages Range: 95--103
Conference Proceedings Title: Proceedings of the 8th Workshop in Primary and Secondary Computing Education
ISBN: 978-1-4503-2455-7
URI: http://doi.acm.org/10.1145/2532748.2532753
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.
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Germany (DE)How to cite
APA:
Hubwieser, P., Berges, M.-P., Magenheim, J., Schaper, N., Bröker, K., Margaritis, M.,... Ohrndorf, L. (2013). Pedagogical Content Knowledge for Computer Science in German Teacher Education Curricula. In Proceedings of the 8th Workshop in Primary and Secondary Computing Education (pp. 95--103). New York: ACM.
MLA:
Hubwieser, Peter, et al. "Pedagogical Content Knowledge for Computer Science in German Teacher Education Curricula." Proceedings of the Proceedings of the 8th Workshop in Primary and Secondary Computing Education New York: ACM, 2013. 95--103.
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