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24 - Teacher Knowledge for Inclusive Computing Learning

from Teacher and Student Knowledge

Published online by Cambridge University Press:  15 February 2019

By
Joanna Goode  and
Jean J. Ryoo
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
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Summary

This chapter describes essential teacher knowledge for effectively engaging students in computer science learning in classrooms. Drawing on sociocultural learning theories, this chapter begins with a description of the intrinsic connection between teaching and learning, the role of culture, and the importance of viewing teaching and pedagogical practices through the lens of engaged learning. After a synthesis of teacher knowledge literature, the authors advocate for four key practices in computer science education: 1) developing teachers’ “specialized content knowledge”, that is, the domain knowledge and skills unique to teaching that supports learning; 2) enacting inquiry-based practices; 3) building teachers’ knowledge and fluency with pedagogy that is culturally responsive and provides an additive approach to successfully teaching students from diverse cultural groups; and 4) supporting teacher awareness and agency around how school systems and policies concerning computer science shape students’ educational pathways. The chapter concludes with a brief discussion of open questions for the computer science education field.
Type
Chapter
Information
The Cambridge Handbook of Computing Education Research , pp. 709 - 726
Publisher: Cambridge University Press
Print publication year: 2019

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