Pedagogical content knowledge in computing education: a review of the research literature

ABSTRACT

This review synthesizes literature on computing pedagogical content knowledge (PCK). Shulman introduced PCK in the 1980s to describe the amalgam of knowledge teachers draw upon in their work and use of the construct is increasing in the computing education community. From a systematic search of the literature, I identified 19 articles drawn from 9 countries for review and summarize how computing PCK is conceptualized and investigated in the data set. Five conceptualizations of computing PCK were present: (a) two models of computing PCK components, (b) one model of PCK development and (c) two models focused on the metaphoric and problem-solving nature of computing. The most common research lines addressed were the nature and development of individual PCK. Mostly qualitative methods created by authors were employed. A focus on discipline-specific approaches for future computing PCK research is recommended.

KEYWORDS:

• Pedagogical content knowledge
• computing education
• computing teachers

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This material is based upon work supported by the National Science Foundation: [Grant Number 1348866]. Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the view of the National Science Foundation.

Notes on contributors

Aleata Hubbard

Aleata Hubbard is a research associate at WestEd where she conducts research studies and program evaluation focused on computing education. She is primarily interested in improving the learning and teaching of computing at the secondary level in both formal and informal educational settings.