Co-learning in an IBL-inspired PD session on programming
Chapter
Published version
Date
2022Metadata
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Abstract
In this study we investigated what kind of co-learning and learning gaps could be identified in a professional development session on the topic of programming. We found that both teachers and teacher educators learned about programming and lesson planning for programming. Teacher educators also learned about what kinds of knowledge teachers possessed about programming. Learning gaps identified were teacher educators' knowledge about didactical aspects of programming as well as the use of programming in school. We found that teachers express a need to learn more programming.