competence analysis in the two-subject study program computer science jože rugelj, irena nančovska...
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Competence Analysis in the Two-subject Study Program
Computer Science
Jože Rugelj, Irena Nančovska Šerbec
Faculty of Education
Univesity of Ljubljana
1Beaver 2011
2
Purpose
academia
teachers
employers
Empirical research on achieved and desired competences
of computer science teachers
Web survey•Determine the current level of competence achievement and
estimate the differences between the desired and the achieved level.
•Consider the results of analysis in the design of new curricula in the framework of the Bologna processes.
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Introduction - competences
… generally comprehend expert and didactic knowledge and skills from the subject field and pedagogical and psychological knowledge for teaching.
… defined as dynamic combination of knowledge, understanding, skills and abilities.
Set of 19 competences:
• Generic – according to Tuning
• Subject specific - according to Computing Curricula
•the ACM document’s authors are representatives of well-known computer science organizations, (IEEE Computer Society and Association of Computing Machinery - ACM)
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Introduction - list of competences
1. Understanding and application of general and didactical knowledge in the field of teaching.
2. Interdisciplinary knowledge linking.
3. Application of special pedagogical knowledge to teaching pupils with special needs.
4. Pedagogical classroom/group guidance.
5. Organising active and independent learning, qualifying learners for effective learning.
6. Qualification for the assessment of learners’ achievements and for preparing feedback information.
7. Communicating with experts from educational fields and ability to establish and maintain partnership relations among them.
8. Collaboration with parents.
9. Formation of integral assessment of individual or group needs, about their strong and weak fields.
10. Knowledge and understanding of essential facts, concepts and theories from computer science.
11. Identification and analyzes of the problems and planning strategies for their solving.
12. Selection and application of adequate theory and tool for specification, planning and realization of the system.
13. Considering the principles of human-computer interaction in the system planning and evaluation.
14. Critical analyses and evaluation of the systems’ or their parts in accordance with the specifications.
15. Knowledge and application of social, professional and ethical aspects related to computer technology.
16. Knowledge and understanding of didactic particularity of computer science and informatics.
17. Theoretical and practical knowledge for effective integration of information and communication technology (ICT) into the field of education.
18. Ability for information management.
19. Usage of professional terminology and appropriate language through professional and pedagogical work.
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Introduction - competences
Professional part : comprehends the pedagogical,
psychological, philosophical and other knowledge needed for work in the classroom, and incorporates the
creative use of time for realization of the subject-specific goals
Development part enables evolution of teaching and professional abilities of the
teacher, leads the realization of the teaching process, enables the creative use of new
findings related to the profession and allows recognition of the personal needs of the
pupils
Parts: (1)personal; (2)development; (3)professional; (4)social;(5)action.
Personal: related to determination, self-
confidence, intelligence, initiative, responsibility,
sincerity, confidence, communicativeness and
other values of the teacher
Social part of the competences is related to the techniques of communication, interaction, involves knowledge about
problems solving, motivation and organizing team work
Action part is related to the practical activities of the teacher in and out of the
school
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Methods
0
0,5
1
1,5
2
2,5
3
3,5
4
1 2 6 9 17 8 16 13 3 4 5 11 12 16 19 7 14 15 18
Sorted estimates
graphs
Confidence intervals
0
0,5
1
1,5
2
2,5
3
3,5
4
1 2 3 4 5 6 7 8 9 10
Sorted differences
0 0,2 0,4 0,6 0,8 1 1,2 1,4 1,6 1,8
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
0
0,51
1,52
2,53
3,54
4,5
0 0,5 1 1,5 2 2,5 3 3,5
achieved
desir
ed
Scatterplot
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Methods-sample of respondents There were 96 participants involved in the web
survey. The number of participants was relatively small
almost all the graduates on the computer science program almost all the teaching staff, professors and teaching
assistants who teach in the computer science program.
The respondents can be divided into two main groups:77 graduates of the study program Mathematics and
computer science on the Faculty of education and headmasters, “teachers”,
19 professors and teaching assistants, »academicians«.
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Results - confidence intervals P>.95
00,5
11,5
22,5
33,5
4
1)
Un
der
stan
din
g a
nd
ap
pli
cati
on
of
gen
eral
an
d d
idac
tica
l
kn
ow
led
ge
in t
he
fiel
d o
f te
ach
ing
.
2)
Inte
rdis
cip
lin
ary
kn
ow
led
ge
lin
kin
g.
3)
Ap
pli
cati
on
of
spec
ial
ped
ago
gic
al k
no
wle
dg
e to
tea
chin
g
pu
pil
s w
ith
sp
ecia
l n
eed
s.
4)
Ped
ago
gic
al c
lass
roo
m/g
rou
p g
uid
ance
.
5)
Org
anis
ing
act
ive
and
in
dep
end
ent
lear
nin
g, q
ual
ify
ing
lear
ner
s fo
r ef
fect
ive
lear
nin
g.
6)
Qu
alif
icat
ion
fo
r th
e as
sess
men
t o
f le
arn
ers’
ach
iev
emen
ts
and
fo
r p
rep
arin
g f
eed
bac
k i
nfo
rmat
ion
.
7)
Co
mm
un
icat
ing
wit
h e
xp
erts
fro
m e
du
cati
on
al f
ield
s an
d
abil
ity
to
est
abli
sh a
nd
mai
nta
in p
artn
ersh
ip r
elat
ion
s am
on
g
8)
Co
llab
ora
tio
n w
ith
par
ents
.
9)
Fo
rmat
ion
of
inte
gra
l as
sess
men
t o
f in
div
idu
al o
r g
rou
p
nee
ds,
ab
ou
t th
eir
stro
ng
an
d w
eak
fie
lds.
10
) K
no
wle
dg
e an
d u
nd
erst
and
ing
of
esse
nti
al f
acts
, co
nce
pts
and
th
eori
es f
rom
co
mp
ute
r sc
ien
ce.
11
) Id
enti
fica
tio
n a
nd
an
aly
zes
of
the
pro
ble
ms
and
pla
nn
ing
stra
teg
ies
for
thei
r so
lvin
g.
12
) S
elec
tio
n a
nd
ap
pli
cati
on
of
adeq
uat
e th
eory
an
d t
oo
l fo
r
spec
ific
atio
n, p
lan
nin
g a
nd
rea
liza
tio
n o
f th
e sy
stem
.
13
) C
on
sid
erin
g t
he
pri
nci
ple
s o
f h
um
an-c
om
pu
ter
inte
ract
ion
in t
he
syst
em p
lan
nin
g a
nd
ev
alu
atio
n.
14
) C
riti
cal
anal
yse
s an
d e
val
uat
ion
of
the
syst
ems’
or
thei
r
par
ts i
n a
cco
rdan
ce w
ith
th
e sp
ecif
icat
ion
s.
15
) K
no
wle
dg
e an
d a
pp
lica
tio
n o
f so
cial
, pro
fess
ion
al a
nd
eth
ical
asp
ects
rel
ated
to
co
mp
ute
r te
chn
olo
gy
.
16
) K
no
wle
dg
e an
d u
nd
erst
and
ing
of
did
acti
c p
arti
cula
rity
of
com
pu
ter
scie
nce
an
d i
nfo
rmat
ics.
17
) T
heo
reti
cal
and
pra
ctic
al k
no
wle
dg
e fo
r ef
fect
ive
inte
gra
tio
n o
f in
form
atio
n a
nd
co
mm
un
icat
ion
tec
hn
olo
gy
18
) A
bil
ity
fo
r in
form
atio
n m
anag
emen
t.
19
) U
sag
e o
f p
rofe
ssio
nal
ter
min
olo
gy
an
d a
pp
rop
riat
e
lan
gu
age
thro
ug
h p
rofe
ssio
nal
an
d p
edag
og
ical
wo
rk.
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Results- sorted graphs “achieved”Estimations of achieved competences - "teachers"
0
0,5
1
1,5
2
2,5
3
3,5
4
1 2 6 9 17 8 16 13 3 4 5 11 12 16 19 7 14 15 18
Estimations of achieved competences - "academicians"
0
0,5
1
1,5
2
2,5
3
3,5
4
16 18 11 13 19 1 5 6 2 4 12 17 9 7 8 15 16 14 3
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Results- sorted graphs “desired”Estimations of desired competences - "academicians"
0
0,5
1
1,5
2
2,5
3
3,5
4
165
171 4 6
16 182
197
11 123
158
13 149
Estimations of desired competences -- "teachers"
0
0,5
1
1,5
2
2,5
3
3,5
4
216 17
616 18
1 4 5 8 912
711 13 14 19
315
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Results- differences
Difference between desired and achieved competences - "teachers"
0 0,2 0,4 0,6 0,8 1 1,2 1,4 1,6 1,8
18)10)16)4)5)7)
12)14)17)6)8)
11)19)2)
13)9)
13)15)1)
Difference between desired and achieved comptences - "academicians"
0 0,2 0,4 0,6 0,8 1 1,2 1,4 1,6 1,8
3)16)17)4)5)7)
14)1)2)6)
15)8)
12)19)10)9)
11)18)13)
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Results - scatterplot - all
Competence achieved desired difference
16) Knowledge and understanding of didactic particularity of computer science and informatics. 2,08 3,61 1,54
3) Application of special pedagogical knowledge to teaching pupils with special needs. 1,62 3,08 1,46
17) Theoretical and practical knowledge for effective integration of information and communication technology (ICT) into the field of education. 2,46 3,77 1,31
4) Pedagogical classroom/ group guidance. 2,46 3,61 1,15
5) Organizing active and independent learning, qualifying learners for effective learning. 2,38 3,54 1,15
7) Communicating with experts from educational fields and ability to establish and maintain partnership relations among them. 2,08 3,23 1,15
14) Critical analyses and evaluation of the systems’ or their parts in accordance with the specifications. 1,85 3 1,15
0
0,5
1
1,5
2
2,5
3
3,5
4
0 0,5 1 1,5 2 2,5 3
achieved
desir
ed
3) 14)
16)
7)
4) 17)
5)
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Discussion
For all respondents the following competences are
important: »knowledge and understanding of didactic particularity of computer science and
informatics« and »theoretical and practical knowledge for effective
integration of ICT into the field of education«.
Partnership between faculty and partners in
practice - teachers and headmasters -
played an important role in the competence
analysis.
“Teachers” think general teaching competences are
achieved better in comparison with specific
competences, but “academicians” think that specific computer science competences are achieved
good enough.
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Discussion
There was not enough emphasis on the didactic topics for teaching of computer science in the current study program.
Students were not adequately taught about the particularity of teaching pupils with special needs.
They did not obtain enough applicative knowledge for integration of ICT in education.
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The results of the analysis for other teacher education programs are similar with the results Computer science teachers program.
• The results of competence analysis were a base for the design of new Bologna curriculum.
• “Critical” competences were appropriately “covered” and developed through different courses in the renewed computer science program.
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CS teacher education study program CS core curricula
Systems 1 (AR 36)Systems II (OS 18, NC 15)Programming (PF 35)Algorithms (AL 31)Progr. technologies (PL 21, SE 16)Data management (GV 3, IM 11, IS 10)
Didactic coursesUse of ICT in education (HC 8, SP 16, SE 15) 8 ECTS
Didactics of CS 8 ECTS
Elective course Prerequisites (DS 43, PF 12)Beaver 2011 16