Programming: Teachers and Pedagogical Content Knowledge in the Netherlands

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

doi:10.15388/infedu.2012.05

Programming: Teachers and Pedagogical Content Knowledge in the Netherlands

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

Research Line Learning (part of LIRS program)

Research output: Contribution to journal › Article › Academic › peer-review

20 Downloads (Pure)

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 language	English
Pages (from-to)	81-114
Journal	Informatics in Education
Volume	11
Issue number	1
DOIs	https://doi.org/10.15388/infedu.2012.05
Publication status	Published - 15 Apr 2012

Keywords

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

Access to Document

10.15388/infedu.2012.05

Journal article_Saeli_Perrenet_Jochems_Zwaneveld_Programming Teachers and Pedagogical Content Knowledge in the Netherlands_2012Final published version, 574 KB

Cite this

@article{a3f2900379f04d048ca0ea4618af228a,

title = "Programming: Teachers and Pedagogical Content Knowledge in the Netherlands",

abstract = "In this article we report about a study to assess Dutch teachers{\textquoteright} 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{\textquoteright} PCK scores between low and medium.Also we enquired whether there is any relation between teachers{\textquoteright} 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{\textquoteright} 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.",

keywords = "computer science education, pedagogical content knowledge, secondary education, teachers,, programming, assessment, Netherlands",

author = "Mara Saeli and Jacob Perrenet and Jochems, {Wim M.G.} and Bert Zwaneveld",

year = "2012",

month = apr,

day = "15",

doi = "10.15388/infedu.2012.05",

language = "English",

volume = "11",

pages = "81--114",

journal = "Informatics in Education",

issn = "1648-5831",

publisher = "Vilnius University Institute of Data Science and Digital Technologies",

number = "1",

}

TY - JOUR

T1 - Programming

T2 - Teachers and Pedagogical Content Knowledge in the Netherlands

AU - Saeli, Mara

AU - Perrenet, Jacob

AU - Jochems, Wim M.G.

AU - Zwaneveld, Bert

PY - 2012/4/15

Y1 - 2012/4/15

N2 - 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.

AB - 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.

KW - computer science education

KW - pedagogical content knowledge

KW - secondary education

KW - teachers,

KW - programming

KW - assessment

KW - Netherlands

U2 - 10.15388/infedu.2012.05

DO - 10.15388/infedu.2012.05

M3 - Article

SN - 1648-5831

VL - 11

SP - 81

EP - 114

JO - Informatics in Education

JF - Informatics in Education

IS - 1

ER -

Programming: Teachers and Pedagogical Content Knowledge in the Netherlands

Abstract

Keywords

Access to Document

Fingerprint

Cite this