Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-8448b6f56d-tj2md Total loading time: 0 Render date: 2024-04-23T16:49:13.898Z Has data issue: false hasContentIssue false

25 - Teacher Learning and Professional Development

from Teacher and Student Knowledge

Published online by Cambridge University Press:  15 February 2019

By
Sally A. Fincher ,
Yifat Ben-David Kolikant  and
Katrina Falkner
Edited by
Sally A. Fincher  and
Anthony V. Robins
Sally A. Fincher
Affiliation:
University of Kent, Canterbury
Anthony V. Robins
Affiliation:
University of Otago, New Zealand
Get access

Summary

The need for teacher learning and development in Computing is acute, particularly within Schools. This chapter explores teachers’ professional understanding, known as Pedagogic Content Knowledge, and its research context. It presents three case studies of teacher development, from different countries.
Type
Chapter
Information
The Cambridge Handbook of Computing Education Research , pp. 727 - 748
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abell, S. K., Rogers, M., Park, A., Hanuscin, D. L., Lee, M. H., & Gagnon, M. J. (2009). Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of Science Teacher Education, 20(1), 77–93.CrossRefGoogle Scholar
Anderson, G. L., & Page, B. (1995). Narrative knowledge and educational adminstration: The stories that guide our practice. In Donmoyer, R., Imber, M. & Scheurich, J. J. (Eds.), The Knowledge Base in Educational Administration: Multiple Perspectives (pp. 124–135). Albany, NY: State University of New York Press.Google Scholar
Bell, B., & Gilbert, J. (1996). Teacher Development: A Model from Science Education. London, UK: Falmer Press.Google Scholar
Benner, P. A. (1996). Impediments to the development of clinical knowledge and ethical judgement in critical nursing care. In Tanner, C. A. & Chesla, C. A. (Eds.), Expertise in Nursing Practice: Caring, Clinical Judgement, and Ethics (pp. 171–198). New York: Springer Publishing Co.Google Scholar
Ben-Peretz, M. (2011). Teacher knowledge: What is it? how do we uncover it? what are its implications for schooling? Teaching and Teacher Education, 27(1), 3–9.Google Scholar
Bereiter, C. (2014). Principled practical knowledge: Not a bridge but a ladder. Journal of the Learning Sciences, 23(1), 4–17.Google Scholar
Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482.Google Scholar
Berry, A., Friedrichsen, P. J., & Loughran, J. (Eds.) (2015). Re-Examining Pedagogical Content Knowledge in Science Education. Abingdon, UK: Routledge.Google Scholar
Bransford, J., Darling-Hammond, L., & LePage, P. (2005). Introduction. In Darling-Hammond, L. & Bransford, J. (Eds.), Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do, 1st edn. (pp. 1–39). San Francisco, CA: Jossey-Bass.Google Scholar
Buchholz, M., Saeli, M., & Schulte, C. (2013). PCK and reflection in computer science teacher education. In Proceedings of the 8th Workshop in Primary and Secondary Computing Education (pp. 8–16). New York: ACM.Google Scholar
Bullough, R. V. (2001). Pedagogical content knowledge circa 1907 and 1987: A study in the history of an idea. Teaching and Teacher Education, 17(6), 655–666.CrossRefGoogle Scholar
Cameron, D. J. (2016). The Effectiveness of a Learning Community in Bringing About Changes to Instructional Practices in the Area of Assessment for Learning (PhD thesis). University of Calgary.Google Scholar
CAS (2018). Computing at school. Retrieved from www.computingatschool.org.ukGoogle Scholar
Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., … Coe, R. (2015). Developing Great Teaching: Lessons from the International Reviews into Effective Professional Development. London, UK: Teacher Development Trust.Google Scholar
Cranston, J., & Kusanovich, K. (2015). Learning to lead against the grain: Dramatizing the emotional toll of teacher leadership. Issues in Teacher Education, 24(2), 63–78.Google Scholar
Crehan, L. (2016). Cleverlands: The Secrets Behind the Success of the World’s Most Celebrated Education Systems. New York: Unbound/Random House.Google Scholar
Cutts, Q., Robertson, J., Donaldson, P., & O’Donnell, L. (2017). An evaluation of a professional learning network for computer science teachers. Computer Science Education, 27(1), 30–53.Google Scholar
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.Google Scholar
Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46–53.Google Scholar
Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12–25.Google Scholar
Dogan, S., Pringle, R., & Mesa, J. (2016). The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: A review. Professional Development in Education, 42(4), 569–588.CrossRefGoogle Scholar
Downes, T., Fluck, A., Gibbons, P., Leonard, R., Matthews, C., Oliver, R., … Department of Education, Science and Training (2001). Making Better Connections: Models of Teacher Professional Development for the Integration of Information and Communication Technology into Classroom Practice. Canberra, Australia: Australian Curriculum Studies Association, Australian Council for Computers in Education, Technology Education Federation of Australia, University of Western Sydney.Google Scholar
DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6–11.Google Scholar
European Commission – Education and Training (2013). Education and Training Monitor. Retrieved from http://ec.europa.eu/assets/eac/education/library/publications/monitor13_en.pdfGoogle Scholar
Even, R. (1999). The development of teacher leaders and inservice teacher educators. Journal of Mathematics Teacher Education, 2(1), 3–24.Google Scholar
Falkner, K., Vivian, R., Falkner, N., & Williams, S. (2017). Reflecting on three offerings of a community-centric MOOC for K–6 computer science teachers. In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (pp. 195–200). New York: ACM.Google Scholar
Feiler, R., Heritage, M., & Gallimore, R. (2000). Teachers leading teachers. Educational Leadership, 57(7), 66–69.Google Scholar
Fernandez, C., & Yoshida, M. (2004). Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning. Mahwah, NJ; London, UK: Lawrence Erlbaum.Google Scholar
Fincher, S. (2008). Sharing practice. Retrieved from www.sharingpractice.ac.ukGoogle Scholar
Fincher, S. (2012). Using narrative methodology. University of Kent at Canterbury. Retrieved from https://kar.kent.ac.uk/32059/Google Scholar
Fincher, S., & Tenenberg, J. (2005). Disciplinary commons, overview page. Retrieved from www.disciplinarycommons.orgGoogle Scholar
Fincher, S., & Tenenberg, J. (2007). Warren’s question. In Proceedings of the Third International Workshop on Computing Education Research (pp. 51–60). New York: ACM.Google Scholar
Gess-Newsome, J., & Lederman, N. G. (Eds.) (1999). Examining Pedagogical Content Knowledge: The Construct and Its Implications for Science Education. Dordrecht, The Netherlands; London, UK: Kluwer Academic.Google Scholar
Go, S., & Dorn, B. (2016). Thanks for sharing: CS pedagogical content knowledge sharing in online environments. In Proceedings of the 11th Workshop in Primary and Secondary Computing Education (pp. 27–36). New York: ACM.Google Scholar
Goode, J., Margolis, J., & Chapman, G. (2014). Curriculum is not enough: The educational theory and research foundation of the exploring computer science professional development model. In Proceedings of the 45th ACM Technical Symposium on Computer Science Education (pp. 493–498). New York: ACM.Google Scholar
Gudmundsdottir, S. (1990). Curriculum stories. In Day, C., Pope, M. L., & Denicolo, P. (Eds.), Insights into Teachers’ Thinking and Practice (pp. 107–118). London, UK: Falmer.Google Scholar
Gudmundsdottir, S. (1991). Story-maker, story-teller: Narrative structures in curriculum. Journal of Curriculum Studies, 23(3), 207–218.Google Scholar
Hairon, S., Goh, J. W. P., & Chua, C. S. K. (2015). Teacher leadership enactment in professional learning community contexts: Towards a better understanding of the phenomenon. School Leadership & Management, 35(2), 163–182.Google Scholar
Harvard (2015). ScratchEd. Retrieved from http://scratched.gse.harvard.eduGoogle Scholar
Hattie, J. (2015). The applicability of visible learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1), 79–91.Google Scholar
Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952–984.Google Scholar
Hill, H. C., Loewenberg Ball, D., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372–400.Google Scholar
Hofstein, A., Carmi, M., & Ben-Zvi, R. (2003). The development of leadership among chemistry teachers in israel. International Journal of Science and Mathematics Education, 1(1), 39–65.Google Scholar
Hollins, E. R., McIntyre, L. R., DeBose, C., Hollins, K. S., & Towner, A. (2004). Promoting a self-sustaining learning community: Investigating an internal model for teacher development. International Journal of Qualitative Studies in Education, 17(2), 247–264.CrossRefGoogle Scholar
House, E. R. (1974). The Politics of Educational Innovation. Richmond, CA: McCutchan.Google Scholar
Howey, K. R., & Grossman, P. L. (1989). A study in contrast: Sources of pedagogical content knowledge for secondary english. Journal of Teacher Education, 40(5), 24–31.Google Scholar
Hubwieser, P., Magenheim, J., Mühling, A., & Ruf, A. (2013). Towards a conceptualization of pedagogical content knowledge for computer science. In Proceedings of the Ninth Annual International ACM Conference on International Computing Education Research (pp. 1–8). New York: ACM.Google Scholar
Humphreys, S. (2017). Computing at school: 10 years on. In Proceedings of the 12th Workshop on Primary and Secondary Computing Education (p. 3). New York: ACM.Google Scholar
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.Google Scholar
Lapidot, T. (2007). Supporting the growth of CS leading teachers. In Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (p. 327). New York: ACM.CrossRefGoogle Scholar
Lapidot, T., & Aharoni, D. (2007). The Israeli summer seminars for CS leading teachers. In Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (p. 318). New York: ACM.Google Scholar
Lehane, L., & Bertram, A. (2016). Getting to the CoRe of it: A review of a specific PCK conceptual lens in science educational research. Educación Química, 27(1), 52–58.Google Scholar
Lenning, O. T., Hill, D. M., Saunders, K. P., Solan, A., & Stokes, A. (2013). Powerful Learning Communities: A Guide to Developing Student, Faculty, and Professional Learning Communities to Improve Student Success and Organizational Effectiveness. Sterling, VA: Stylus.Google Scholar
Liberman, N., Kolikant, Y. B., & Beeri, C. (2012). “Regressed experts” as a new state in teachers’ professional development: Lessons from computer science teachers’ adjustments to substantial changes in the curriculum. Computer Science Education, 22(3), 257–283.Google Scholar
Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91(4), 509–536.Google Scholar
Lloyd, M., & Cochrane, J. (2006). Celtic knots: Interweaving the elements of effective teacher professional development in ICT. Australian Educational Computing, 21(2), 16–19.Google Scholar
Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.Google Scholar
Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271–283.Google Scholar
Loughran, J., Berry, A., & Mulhall, P. (2006). Understanding and Developing Science Teachers’ Pedagogical Content Knowledge. Rotterdam, The Netherlands: Sense Publishers.Google Scholar
Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers’ professional community in restructuring schools. American Educational Research Journal, 33(4), 757–798.Google Scholar
Macià, M., & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291–307.Google Scholar
Michaeli, N., & Sommer, O. (Eds.) (2014). Activity Report by the Steering Committee Chaired by Prof. Miriam Ben-Peretz and Prof. Lee Shulman: Leading Teachers As Agents of Improvement in the Education System. Jerusalem: The Israel Academy of Sciences and Humanities.Google Scholar
Morrison, B., Ni, L., & Guzdial, M. (2012). Adapting the disciplinary commons model for high school teachers: Improving recruitment, creating community. In Proceedings of the Ninth Annual International Conference on International Computing Education Research (pp. 47–54). New York: ACM.Google Scholar
Ni, L., Guzdial, M., Tew, A. E., Morrison, B., & Galanos, R. (2011). Building a community to support HS CS teachers: The disciplinary commons for computing educators. In Proceedings of the 42nd ACM Technical Symposium on Computer Science Education (pp. 553–558). New York: ACM.Google Scholar
Pahl, K., & Rowsell, J. (2010). Artifactual literacies: Every object tells a story. New York, NY: Teachers’ College Press.Google Scholar
Park, M., & Sung, Y. (2013). Teachers’ perceptions of the recent curriculum reforms and their implementation: What can we learn from the case of korean elementary teachers? Asia Pacific Journal of Education, 33(1), 15–33.Google Scholar
Perry, R. R., & Lewis, C. C. (2009). What is successful adaptation of lesson study in the US? Journal of Educational Change, 10(4), 365–391.CrossRefGoogle Scholar
Poekert, P. E. (2012). Teacher leadership and professional development: Examining links between two concepts central to school improvement. Professional Development in Education, 38(2), 169–188.Google Scholar
Roberts, E. (2004). The dream of a common language: The search for simplicity and stability in computer science education. In Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education (pp. 115–119). New York: ACM.Google Scholar
Rose, M. (1995). Possible Lives: The Promise of Public Education in America. Boston, MA: Houghton Mifflin Company.Google Scholar
Saeli, M., Perrenet, J., Wim, M. G. J., & Zwaneveld, B. (2011). Teaching programming in secondary school: A pedagogical content knowledge perspective. Informatics in Education, 10(1), 73–88.Google Scholar
Saeli, M., Perrenet, J., Wim, M. G. J., & Zwaneveld, B. (2012a). Pedagogical content knowledge in teaching material. Journal of Educational Computing Research, 46(3), 267–293.Google Scholar
Saeli, M., Perrenet, J., Wim, M. G. J., & Zwaneveld, B. (2012b). Programming: Teachers and pedagogical content knowledge in The Netherlands. Informatics in Education, 11(1), 81–114.Google Scholar
Salmon, G. (2002). E-Tivities: The Key to Active Online Learning. London, UK: Kogan Page.Google Scholar
Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action. London, UK: Temple Smith.Google Scholar
Sentance, S., Dorling, M., McNicol, A., & Crick, T. (2012). Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum. In Proceedings of the 7th Workshop in Primary and Secondary Computing Education (pp. 82–85). New York: ACM.CrossRefGoogle Scholar
Sentance, S., Humphreys, S., & Dorling, M. (2014). The network of teaching excellence in computer science and master teachers. In Proceedings of the 9th Workshop in Primary and Secondary Computing Education (pp. 80–88). New York: ACM.Google Scholar
Shinners-Kennedy, D., & Fincher, S. (2015). Scaffolded autoethnography: A method for examining practice-to-research. In 6th Research in Engineering Education Symposium (pp. 504–512). Melbourne, Australia: Curran Associates.Google Scholar
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.Google Scholar
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23.Google Scholar
Shulman, L. S. (2015). PCK: Its genesis and exodus. In Berry, A., Friedrichsen, P. J., & Loughran, J. (Eds.), Re-Examining Pedagogical Content Knowledge in Science Education (p. 3). Abingdon, UK: Routledge.Google Scholar
Smith, K. (2005). Teacher educators’ expertise: What do novice teachers and teacher educators say? Teaching and Teacher Education, 21(2), 177–192.Google Scholar
Star, S. L., & Griesemer, J. R. (1989). Institutional ecology, ‘translations’ and boundary objects: Amateurs and professionals in Berkeley’s museum of vertebrate zoology, 1907–39. Social Studies of Science, 19(3), 387–420.Google Scholar
Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. New York: Free Press.Google Scholar
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258.Google Scholar
Tenenberg, J., & Fincher, S. (2007). Opening the door of the computer science classroom: The disciplinary commons. In Proceedings of the 38th SIGCSE Technical Symposium on Computer Science Education (pp. 514–518). New York: ACM.Google Scholar
The Royal Society (2017). After the Reboot – Computing Education in UK Schools. London, UK: The Royal Society.Google Scholar
Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102, 15–34.Google Scholar
van Manen, M. (1995). On the epistemology of reflective practice. Teachers and Teaching, 1(1), 33–50.Google Scholar
Voogt, J., Fisser, P., Pareja, R. N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge – A review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121.Google Scholar
Wei, R. C., Darling-Hammond, L., & Adamson, F. (2010). Professional Development in the United States: Trends and Challenges. Dallas, TX: National Staff Development Council.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×