Integrating a Tutoring Model into the Training of Prospective Computer Science Teachers

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Ragonis, N. & Hazzan, O. (2009). Integrating a Tutoring Model into the Training of Prospective Computer Science Teachers. Journal of Computers in Mathematics and Science Teaching, 28(3), 309-339. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28138.

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Journal Information

Journal of Computers in Mathematics and Science Teaching
ISSN 0731-9258
Volume 28, Issue 3, July 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JCMST

Authors

Noa Ragonis, Orit Hazzan, Technion – Israel Institute of Technology, Israel

Abstract

This paper offers a tutoring model its objective is to develop and establish the pedagogical-disciplinary knowledge of prospective computer science teachers with respect to guiding learners in problem-solving processes. The paper presents the tutoring model and the research that accompanied its implementation. The research findings indicate that the main objectives of the tutoring model were accomplished. Specifically, the prospective teachers changed their perspective vis a vis the teaching process, are aware of the importance of identifying learner difficulties and emphasizing this in their teaching process, emphasize problem-solving processes and the imparting thereof, have adopted reflective processes of thinking, learning and teaching and encourage these processes among the learners as well, have reinforced their own self-confidence regarding their ability and place in the disciplinary teaching process, and appreciate the contribution of the tutoring model to their training as future teachers. In general, the tutoring model has the potential to foster the skills of the prospective CS teachers on three levels: the pedagogical-disciplinary professional skills, the pedagogical professional skills and the disciplinary knowledge.

Keywords

• Teachers
• Computer Sciences
• Cognition
• Mentoring
• Tutoring

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