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A model of CS teachers' knowledge growth

Published: 03 July 2012 Publication History

Abstract

Our poster suggests a spiral model of CS teachers' knowledge growth in laboratory sessions, based on Shulman's model of pedagogical reasoning. Our proposed spiral model deals with much smaller units of time, e.g. a session or a part of a session in class, and with small units of knowledge. It is based on observations in laboratory sessions of regressed experts in the first, second and third time they taught inheritance and polymorphism, as well as on interviews with them.

Reference

[1]
Shulman, L.S., (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1--22.

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  • (2023)Understanding Computer Science Teacher CapacityProceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 210.1145/3587103.3594150(623-624)Online publication date: 29-Jun-2023

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    cover image ACM Conferences
    ITiCSE '12: Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
    July 2012
    424 pages
    ISBN:9781450312462
    DOI:10.1145/2325296

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    Association for Computing Machinery

    New York, NY, United States

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    Published: 03 July 2012

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    Author Tags

    1. inheritance
    2. laboratory session
    3. pedagogical reasoning
    4. polymorphism

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    • (2023)Understanding Computer Science Teacher CapacityProceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 210.1145/3587103.3594150(623-624)Online publication date: 29-Jun-2023

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