Applying the Mathematical Work of Teaching Framework to Develop a Computer Science Pedagogical Content Knowledge Assessment
Authors: 
Yvonne Kao, 
Katie D'Silva, Aleata Hubbard, Joseph Green, Kimkinyona CullyAuthors Info & Claims
Yvonne Kao, Katie D'Silva, Aleata Hubbard, Joseph Green, Kimkinyona CullyAuthors Info & ClaimsPages 888 - 893
Abstract
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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Index Terms
- Applying the Mathematical Work of Teaching Framework to Develop a Computer Science Pedagogical Content Knowledge Assessment
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February 2018
1174 pages
ISBN:9781450351034
DOI:10.1145/3159450
- General Chairs:
- Tiffany Barnes,
- Daniel Garcia,
- Program Chairs:
- Elizabeth K. Hawthorne,
- Manuel A. Pérez-Quiñones
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Published: 21 February 2018
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