TOCE Review

Summary

Traces chain of research -> pedagogy -> teaching via IT professionls

Notes to expand

• lots of thoughtful summaries and glosses of research

• Not a lot of literature on workplace learning. CSCW? Unpublished work? Summary thin.

  • Teacher preparation litearture? (Particularly as the survey comes from teacher PD)

• After school context is to some extent by necessity (p. 3)

• TEALS has engineers partner with teachers; not sure how much need there is for engineers to become teachers.

  • Feels like this paper has two distinct foci.

• Semantic waves is very specific.

• Background disjointed, doesn’t cohere.

• Pedagogical Constructs used very loosely.

• Research questions are about this context; they don’t really address a question for the field.

  • Maybe some presentations were just clearer?

Specifics

• Table 1 (p. 3) seems like it could be collapsed ino Table 2 (.p 11)
• PCK names the body of content to be learned; it’s not a strategy. (p. 7 and in Table 6 on 14)
• “Organizational support was not high” (p. 23); what’s going on here?

Reactions

• What about the research showing that much of teacher learning is practical and on-the-job?

Other notes

I found @luxton-reilly2018’s review of introductory programming through this review; some valuable justification for my Unfold Studio paper:

The relationship between code reading and other skills, notably code writing, has also been widely studied [383, 388, 562, 611], leading to the conclusion that code-reading skills are prerequisite for problem-solving activities including code writing. Given this, there is a strong incentive to help students to develop reading skills, and a number of papers focus on the effects on writing skills of specific activities that are designed to provide practice in reading [142, 644]. (p 6)