In order to identify important competencies required for teaching computer science in schools, the research project KUI (Competencies for Teaching Computer Science) granted by the Ministry of Education and Research (BMBF) was founded. At this point in time, there is no consistent competency model for training computer science pre-service teachers in Germany. The development of an adequate model is an important step to establish outcome-oriented guidelines and curricula recommendations. The first framework of a competency model is structured into the dimensions of subject matter knowledge (CK), pedagogical content knowledge (PCK) and non-cognitive competencies (NCC). This article concentrates on the development of the PCK and NCC competency model. It describes our methodological approach, our results of expert interviews to refine the model, and shows an overview of the first competency definitions.     «

In order to identify important competencies required for teaching computer science in schools, the research project KUI (Competencies for Teaching Computer Science) granted by the Ministry of Education and Research (BMBF) was founded. At this point in time, there is no consistent competency model for training computer science pre-service teachers in Germany. The development of an adequate model is an important step to establish outcome-oriented guidelines and curricula recommendations. The first...     »