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

Neomi Liberman*, Yifat Ben David Kolikant, Catriel Beeri

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

5 Scopus citations

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.

Original languageAmerican English
Title of host publicationICER'09 - Proceedings of the 2009 ACM Workshop on International Computing Education Research
Pages43-49
Number of pages7
DOIs
StatePublished - 2009
Event2009 ACM Workshop on International Computing Education Research, ICER'09 - Berkeley, CA, United States
Duration: 10 Aug 200911 Aug 2009

Publication series

NameICER'09 - Proceedings of the 2009 ACM Workshop on International Computing Education Research

Conference

Conference2009 ACM Workshop on International Computing Education Research, ICER'09
Country/TerritoryUnited States
CityBerkeley, CA
Period10/08/0911/08/09

Keywords

  • OOP paradigm
  • Pedagogical content knowledge
  • Teacher learning

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