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Challenges in Mentoring Software Development Projects in the High School: Analysis According to Shulman's Teacher Knowledge Base Model
Article

, , Technion – Israel Institute of Technology, Israel

JCMST Volume 28, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper focuses on challenges in mentoring software development projects in the high school and analyzes difficulties encountered by Computer Science teachers in the mentoring process according to Shulman's Teacher Knowledge Base Model. The main difficulties that emerged from the data analysis belong to the following knowledge sources of Shulman's model: Content knowledge, pedagogical content knowledge (PCK) and knowledge of learners and their characteristics. We suggest that the complexity of the mentoring process of software project development in the high school results mainly from the fact that the process involves a variety of knowledge types, as well as management activities and pedagogical aspects. This fact leads us to conclude that a mentoring methodology should be defined for this complex task, similar to software project development methodologies applied in the industry. We summarize with a discussion of the nature of such a methodology.

Citation

Meerbaum–Salant, O. & Hazzan, O. (2009). Challenges in Mentoring Software Development Projects in the High School: Analysis According to Shulman's Teacher Knowledge Base Model. Journal of Computers in Mathematics and Science Teaching, 28(1), 23-43. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

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