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  1. Proceedings of the fifth international workshop on Computing education research workshop (ICER '09)
  2. In-service teachers learning of a new paradigm: a case study
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Comparing effective and ineffective behaviors of student programmers
Learning to teach computer programming
Empirical comparison of objects-first and objects-later
Quality of peer assessment in CS1
Flexible, reusable tools for studying novice programmers
In-service teachers learning of a new paradigm: a case study
Commonsense computing (episode 5): algorithm efficiency and balloon testing
Computer science innovation in Thailand
Coarse-grained detection of student frustration in an introductory programming course
On the nature of student defensiveness: theory and feedback from a software design course
Analysis of research into the teaching and learning of programming
For me, programming is ...
A closer look at tracing, explaining and code writing skills in the novice programmer
Student transformations: are they computer scientists yet?

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In-service teachers learning of a new paradigm: a case study

Content Provider ACM Digital Library
Author Beeri, Catriel Liberman, Neomi Ben-David Kolikant, Yifat
Abstract Due to a reform in the Israeli CS high school curricula, in-service teachers who studied and taught procedural programming are now required to cope with the new paradigm of OOP. In this paper we describe a case study in which we traced the difficulties of one in-service teacher as she taught the topic of inheritance and polymorphism for the first time. We noticed a growth in her knowledge in the laboratory problem-session, whereas in a similar pen-and-paper session no substantial knowledge growth took place. A qualitative analysis enabled us to discern how the combined factors of the teacher's experience, the presence of the computer, and students' expectations for workable solutions, pressured the teacher to seek to resolve difficulties through trial and error, which facilitated knowledge growth. We argue that all these factors have to be fulfilled in order for teacher learning to happen.
Starting Page 43
Ending Page 50
Page Count 8
File Format PDF
ISBN 9781605586151
DOI 10.1145/1584322.1584329
Language English
Publisher Association for Computing Machinery (ACM)
Publisher Date 2009-08-10
Publisher Place New York
Access Restriction Subscribed
Subject Keyword Oop paradigm Teacher learning Pedagogical content knowledge
Content Type Text
Resource Type Article
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