Leading team:
- Prof. Michal Armoni
Project team:
- Dr. Ofra Brandes
- Dr. Ronit Ben-Bassat_Levy
Brief
The project examines action research as a tool for distilling pedagogical content knowledge (PCK) of computer science teachers.
The pedagogical content knowledge (PCK) of teachers is an important factor in the various aspects of teaching and learning processes. As such, it plays an important role in pre-service teachers’ training and in-service teachers’ professional development. In line with this, the PCK of computer science (CS) teachers receives considerable attention in current computing education research. However, very little is known about effective ways of extracting valid and reliable CS-PCK segments from the practical work of CS in-service teachers, and therefore only a limited reservoir of such segments is available to CS educators. This project deals with a new strategy for extracting research-based CS-PCK segments from the practical work of experienced high-school teachers. This strategy incorporates action research, conducted by the CS teachers in their classrooms, as part of a long and extensive workshop for professional development of CS teachers within a rich social context. The research examines this strategy’s effectiveness and feasibility, as well as its implications on teachers’ practice.
Further reading:
- Brandes, O., & Armoni, M. (2019). Using action research to distill research-based segments of pedagogical content knowledge of K-12 computer science teachers. In Proceedings of the 24th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE'19), Aberdeen, Scotland, UK, 485-491.
- Brandes, O., & Armoni, M. (2019). The effects of a professional development workshop focusing on action research on the practice of high-school computer science teachers. In Proceedings of the 14th Workshop in Primary and Secondary Computing Education (WiPSCE'19), Glasgow, Scotland, UK, 13:1-10.
- Brandes, O., & Armoni, M. (2020). Towards a holistic reservoir of research-based PCK segments of K-12 computer science teachers. In Proceedings of the 25th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE'20), Trondheim, Norway (virtual conference), 131-137.