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Teacher Profiles for Planning Informatics Lessons

机译：规划信息学课程的教师资料

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摘要

Changing conditions and different educational concepts are widely spread problems of secondary education in Informatics. Due to this fact suitable teacher training can only be designed if the preconditions of Informatics teachers are being considered. Subjective theories play an important part in determining teachers' lesson planning. In this qualitative study subjective theories of Informatics teachers about planning their lessons were examined. After a process of analysis and grouping of results five profiles could be established. They describe the variants of didactic structuring of teaching Informatics determined by varying subjective theories of the teachers. These differ in their perception of the teachers' and students' roles and in the explanations given for chosen teaching methods, contents and learning objectives. With these categories we could distinguish between "the self-confident expert", "the student-oriented manager", "the creative pragmatist", "the inquisitive collector" and "the prudent newcomer".
机译：不断变化的条件和不同的教育理念是信息学中中等教育广泛传播的问题。由于这个事实，只有在考虑信息学教师的前提条件的情况下，才能设计合适的教师培训。主观理论在确定教师的课程计划中起着重要的作用。在这项定性研究中，研究了信息学教师关于计划课程的主观理论。经过分析和结果分组的过程后，可以建立五个配置文件。他们描述了由教师的主观理论决定的教学信息学教学结构的变体。这些对教师和学生角色的认识不同，对所选择的教学方法，内容和学习目标的解释也不同。通过这些类别，我们可以区分“自信的专家”，“以学生为中心的经理”，“富有创造力的实用主义者”，“好奇的收藏家”和“审慎的新人”。

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