Pedagogical content knowledge (PCK) is specialized knowledge necessary to teach a subject. PCK integrates subject-matter content knowledge with knowledge of students and of teaching strategies so that teachers can perform the daily tasks of
teaching. Studies in mathematics education have found correlations between measures of PCK and student learning. Finding robust, scalable ways for developing and measuring computer science (CS) teachers’ PCK is particularly important in CS education in the United States, given the lack of formal CS teacher preparation programs and certifications. However, measuring pedagogical content knowledge is a challenge for all subject areas. It can be difficult to write assessment items that elicit the different aspects of PCK and there are often multiple appropriate pedagogical choices in any given teaching scenario. In this paper, we describe a framework and pilot data from a
questionnaire intended to elicit PCK from teachers of high school introductory CS courses and we propose future directions for this work.
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Assessing the Development of Computer Science Pedagogical Content Knowledge in the TEALS Program (Abstract Only)
One of the critical barriers to increasing pre-collegiate computer science course offerings in the U.S. is a lack of qualified computer science teachers. Programs such as TEALS, a teacher preparation program pairing high school teachers with computing professionals to offer CS courses, provide opportunities for in-service teachers to gain experience teaching computer science. However, it is not clear whether the high school teachers develop sufficient pedagogical expertise to sustain high-quality computer science course offerings at their schools. Furthermore, the field of computer science education lacks valid and reliable ways of measuring pedagogical content knowledge (PCK), a construct that describes the knowledge teachers need for effective instruction. In this poster, the authors present these results from the first year of a three-year NSF grant to study how TEALS participation influences novice computer science teachers' PCK: 1) a theoretical framework describing the critical components of CS PCK, 2) the results of the first field test of a CS PCK assessment, including the psychometric properties of the assessment, and 3) a comparison of how teachers performed on the assessment at the beginning and end of their first year of computer science teaching and how they performed relative to their computing professional mentors.
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- Award ID(s):
- 1348866
- NSF-PAR ID:
- 10353800
- Date Published:
- Journal Name:
- SIGCSE '16: Proceedings of the 47th ACM Technical Symposium on Computing Science Education
- Page Range / eLocation ID:
- 695 to 695
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/2839509.2850560
