Integrating a Tutoring Model into the Training of Prospective Computer Science Teachers
Noa Ragonis, Orit Hazzan · Journal of Computers in Mathematics and Science Teaching · 2009
This paper offers a tutoring model whose 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 tutoring model focuses on the tutor, who is a prospective computer science (CS) teacher. During the tutoring process, tutor-students, who have already acquired CS knowledge, support the learning processes of novice CS students. The paper presents the tutoring model and the evaluation research that accompanied its implementation. The research findings indicate that the main objectives of the tutoring model were accomplished. The prospective teachers changed their perspective vis a vis the teaching process; became aware of the importance of identifying learner difficulties and emphasizing this in their teaching process; emphasized problem-solving processes and their impact; adopted reflective processes of thinking and encouraged these processes among the learners as well; reinforced their own self-confidence regarding their ability and place in the disciplinary teaching process; and came to appreciate the contribution of the tutoring model to their training as future teachers. Accordingly, we conclude that the proposed tutoring model has the potential to foster the prospective CS teachers' skills on three levels: pedagogical-disciplinary professional skills, pedagogical professional skills and disciplinary knowledge. Further, we suggest that the tutoring model can be applied in other disciplines in which problem solving is an inherent part of the discipline.