Identifying and Formulating Teachers' Beliefs and Motivational Orientations for Computer Science Teacher Education

Autor/inn/en	Bender, Elena; Schaper, Niclas; Caspersen, Michael E.; Margaritis, Melanie; Hubwieser, Peter
Titel	Identifying and Formulating Teachers' Beliefs and Motivational Orientations for Computer Science Teacher Education
Quelle	In: Studies in Higher Education, 41 (2016) 11, S.1958-1973 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1004233
Schlagwörter	Adjustment (to Environment); Teacher Attitudes; Teacher Competencies; Computer Science Education; Interviews; Curriculum; Higher Education; Elementary Secondary Education; Qualitative Research; Foreign Countries; Information Security; Privacy; Teacher Effectiveness; Secondary School Teachers; Secondary School Curriculum; Teacher Motivation; Computer Literacy; Teacher Education Programs; Germany + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lehrkunst; Computer science lessons; Informatikunterricht; Interviewing; Interviewtechnik; Curricula; Lehrplan; Rahmenplan; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Ausland; Privatsphäre; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Computerkenntnisse; Deutschland
Abstract	How teachers are able to adapt to a changing environment is essentially dependent on their beliefs and motivational orientations. The development of these aspects in the context of professional competence takes place during teachers' educational phase and professional practice. The overall understanding of professional competence for teaching computer science follows the notion of empirical educational research including beliefs and motivational aspects. This article aims to investigate relevant domain-specific beliefs and motivational orientations for teaching computer science and their consideration in curricula for computer science teacher education. Therefore, results of an expert interview study based on the critical incident technique lead to appropriate descriptions for domain-relevant beliefs and motivational orientations. Results of a broad curriculum analysis indicate how those aspects are normatively considered in computer science university and school education in Germany. The data were analyzed by qualitative content analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01