Challenges in Mentoring Software Development Projects in the High School: Analysis According to Shulman's Teacher Knowledge Base Model

Autor/inn/en	Meerbaum-Salant, Orni; Hazzan, Orit
Titel	Challenges in Mentoring Software Development Projects in the High School: Analysis According to Shulman's Teacher Knowledge Base Model
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 28 (2009) 1, S.23-43 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Mentors; Knowledge Base for Teaching; Computer Software; Computer Science; Educational Technology; High Schools; Computer Science Education; Science Teachers; Program Development; Models; Student Projects; Teacher Student Relationship; Active Learning; Teacher Attitudes; Foreign Countries; Science Instruction; National Curriculum; Israel + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Informatik; Unterrichtsmedien; High school; Oberschule; Computer science lessons; Informatikunterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Programmplanung; Analogiemodell; Schulprojekt; Teacher student relationships; Lehrer-Schüler-Beziehung; Aktives Lernen; Lehrerverhalten; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This paper focuses on challenges in mentoring software development projects in the high school and analyzes difficulties encountered by Computer Science teachers in the mentoring process according to Shulman's Teacher Knowledge Base Model. The main difficulties that emerged from the data analysis belong to the following knowledge sources of Shulman's model: Content knowledge, pedagogical content knowledge (PCK) and knowledge of learners and their characteristics. We suggest that the complexity of the mentoring process of software project development in the high school results mainly from the fact that the process involves a variety of knowledge types, as well as management activities and pedagogical aspects. This fact leads us to conclude that a mentoring methodology should be defined for this complex task, similar to software project development methodologies applied in the industry. We summarize with a discussion of the nature of such a methodology. (Contains 2 tables and 1 note.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10