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Content Knowledge Growth of Computer Scinece Student Teachers in a Network-Supported Distance Guidance Environment (II)

By 李忠謀

Abstract

[[abstract]]For a computer science teacher, the rapid advancement of computer science and computer technology magnifies the importance of the on-the-job continuous education. For beginning computer science teachers, clarifications or supplementations of subject knowledge are often needed. However, timely help is not possible under the current guidance model for first-year school teachers. In this study, a guidance model is proposed to address the needs of the beginning computer science teachers in terms of subject related knowledge, in which a web-based Computer-Mediated Communication (CMC) system and monthly technology oriented lectures were used to supplement the usual teacher guidance model. The system architecture and quantitative and qualitative evaluations of the system are reported. Experiments have shown that the proposed model is feasible and is useful for improving the subject related knowledge of beginning computer science teachers.

Topics: 學科教學知識;教師成長;遠距輔導;教育實習;電腦科學;實習教師;資訊教育;專業成長;遠距學習;電腦輔助學習, Pedagogical content knowledge;Teacher growth;Distance supervision;Education practicum;Computer science;Practice teacher;Information education;Professional growth;Distance learning;Computer assisted learning (CAL), [[classification]]42
Year: 2011
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/22705
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