Programming: Teachers and Pedagogical Content Knowledge in the Netherlands

Mara Saeli, Jacob Perrenet, Wim M.G. Jochems, Bert Zwaneveld

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

In this article we report about a study to assess Dutch teachers’ Pedagogical Content Knowledge (PCK), with special focus on programming as a topic in secondary school Informatics education. For this research, we developed an online research instrument: the Online Teacher PCKAnalyser (OTPA). The results show that Dutch teachers’ PCK scores between low and medium.Also we enquired whether there is any relation between teachers’ PCK and the textbooks they use by comparing the results of this study with those of a previous one in which the PCK of textbookswas assessed. The results show that there is no strong relation. Finally, we looked for trends between teachers’ PCK and their educational backgrounds, as most of the Dutch teachers have a different background than Informatics. The results show that also in this case there is no strong relation.
This article of the PhD thesis of the first author, Mara Saeli.
Original languageEnglish
Pages (from-to)81-114
JournalInformatics in Education
Volume11
Issue number1
DOIs
Publication statusPublished - 15 Apr 2012

Keywords

  • computer science education
  • pedagogical content knowledge
  • secondary education
  • teachers,
  • programming
  • assessment
  • Netherlands

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