Identifying and formulating teachers’ beliefs and motivational orientations for computer science teacher education
Identifying and formulating teachers’ beliefs and motivational orientations for computer science teacher education
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识别和制定计算机科学教师教育的教师信念和动机取向
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Peter Hubwieser
中科院分区：
文献类型：
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作者：
Elena Bender;N. Schaper;M. Caspersen;M. Margaritis;Peter Hubwieser
教师如何适应不断变化的环境本质上取决于他们的信念和动机取向。这些方面在专业能力背景下的发展发生在教师的教育阶段和专业实践中。对计算机科学教学专业能力的总体理解遵循实证教育研究的概念，包括信念和动机方面。本文旨在调查计算机科学教学的相关领域特定信念和动机取向，以及它们在计算机科学教师教育课程中的考虑。因此，基于关键事件技术的专家访谈研究的结果可以得出对领域相关信念和动机取向的适当描述。广泛的课程分析结果表明，德国计算机科学大学和学校教育如何规范地考虑这些方面。通过定性内容分析对数据进行分析。
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.