Identifying and formulating teachers' beliefs and motivational orientations for computer science teacher education
Datos Bibliográficos
| ID | 4097802 |
|---|---|
| Autores | Elena Bender (0000-0002-3133-9301, Paderborn University, autor de correspondencia), Niclas Schaper (0000-0001-7648-7271, Paderborn University), Michael E Caspersen (0000-0002-9336-9282, Aarhus University), Melanie Margaritis (Paderborn University), Peter Hubwieser (0000-0002-1436-891X, Technical University of Munich) |
| Año | 2016 |
| Volumen | 41 |
| Número | 11 |
| Páginas | 1958-1973 |
| Fecha de publicación | 2016-11-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2015.1004233 |
| OpenAlex | W2043124251 |
| Idioma | EN |
| Citas recibidas | 5 |
| Referencias citadas | 26 |
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
Faculty Development · Higher education · Mathematics education · Pedagogy · Political science · Professional development · Teacher education · Educational Strategies and Epistemologies · Gender and Technology in Education · Motivation and Self-Concept in Sports · Psychology
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| Obras citantes distintas | 5 |
|---|---|
| Citas por año | 0,45 |
| Intervalo de citas | 2015 - 2025 (11) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |