Challenges in Mentoring Software Development Projects in the High School: Analysis According to Shulman's Teacher Knowledge Base Model

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Meerbaum–Salant, O. & Hazzan, O. (2009). Challenges in Mentoring Software Development Projects in the High School: Analysis According to Shulman's Teacher Knowledge Base Model. Journal of Computers in Mathematics and Science Teaching, 28(1), 23-43. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/26053.

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Journal Information

Journal of Computers in Mathematics and Science Teaching
ISSN 0731-9258
Volume 28, Issue 1, January 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JCMST

Authors

Orni Meerbaum–Salant, Orit Hazzan, Technion – Israel Institute of Technology, Israel

Abstract

This paper focuses on challenges in mentoring software development projects in the high school and analyzes difficulties encountered by Computer Science teachers in the mentoring process according to Shulman's Teacher Knowledge Base Model. The main difficulties that emerged from the data analysis belong to the following knowledge sources of Shulman's model: Content knowledge, pedagogical content knowledge (PCK) and knowledge of learners and their characteristics. We suggest that the complexity of the mentoring process of software project development in the high school results mainly from the fact that the process involves a variety of knowledge types, as well as management activities and pedagogical aspects. This fact leads us to conclude that a mentoring methodology should be defined for this complex task, similar to software project development methodologies applied in the industry. We summarize with a discussion of the nature of such a methodology.

Keywords

• Computer Sciences
• Teaching Methods
• Tutoring
• Programming
• Software

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