Community-oriented pedagogy for in-service CS teacher training

Yifat Ben David Kolikant*, Sarah Pollack

*Corresponding author for this work

Research output: Contribution to journalConference articlepeer-review

3 Scopus citations


In this paper, we examine CS teachers from the aspect of their membership within a community of practice. We show that there is much interaction among the teachers; however, this interaction is merely for exchanging classroom materials and rarely involves a thorough analysis or the design of meaningful pedagogy. Consequently we present, with examples, a community-oriented pedagogical approach for re-designing the interaction to include thorough discussions utilizing a bird's-eye view of the discipline of CS as well as theories of learning in the context of in-class practice. We show that teachers who participated in a course, which was designed according to community-oriented pedagogy, recognized the power of belonging to a community and consequently changed their self-perception of being merely knowledge consumers to being collaborative knowledge producers as well.

Original languageAmerican English
Pages (from-to)191-195
Number of pages5
JournalSIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education)
Issue number3
StatePublished - Sep 2004
EventITiCSE 2004 - 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education - Leeds, United Kingdom
Duration: 28 Jul 200430 Jul 2004


  • Community of practice
  • Community-oriented pedagogy
  • In-service teacher training
  • Interaction


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