Strategic Knowledge, Cognitive Apprenticeship, and Computer Science Teacher Education

• In Event: 52.084 - Roundtable Session 20
  In Roundtable Session: 52.084-13 - Lesson Learned From the Formal and Informal Use of Technology and Media

Abstract

There is an increasing demand in computer science (CS) education but there are not enough qualified CS educators and CS teacher preparation programs. More fundamentally, there is a lack of education and learning theories in CS teacher preparation and certification. This paper suggests cognitive apprenticeship as a theoretical framework for CS teacher education. By investigating experienced programmers’ strategic knowledge, we found that experienced programmers engage in online community of practice, and they emphasize debugging skills and the ability to read others’ codes. Such strategic knowledge can be part of the foundations for designing CS teacher preparation programs that reflect cognitive apprenticeship learning model.

Authors

• Ching-Fu Lan, Teachers College, Columbia University

• Hui Soo Chae, Teachers College, Columbia University

• Gary J. Natriello, Teachers College, Columbia University