{"page":"1958-1973","user_id":"220548","publication":"Studies in Higher Education","date_updated":"2024-10-15T07:25:02Z","date_created":"2024-10-09T12:11:12Z","publication_identifier":{"eissn":["1470-174X"],"issn":["0307-5079"]},"intvolume":"        41","author":[{"last_name":"Bender","orcid_put_code_url":"https://api.orcid.org/v2.0/0000-0002-3133-9301/work/169577404","orcid":"0000-0002-3133-9301","full_name":"Bender, Elena","id":"242854","first_name":"Elena"},{"full_name":"Schaper, Niclas","last_name":"Schaper","first_name":"Niclas"},{"first_name":"Michael E.","last_name":"Caspersen","full_name":"Caspersen, Michael E."},{"last_name":"Margaritis","full_name":"Margaritis, Melanie","first_name":"Melanie"},{"last_name":"Hubwieser","full_name":"Hubwieser, Peter","first_name":"Peter"}],"publisher":"Taylor and Francis","doi":"10.1080/03075079.2015.1004233","citation":{"chicago":"Bender, Elena, Niclas Schaper, Michael E. Caspersen, Melanie Margaritis, and Peter Hubwieser. “Identifying and Formulating Teachers’ Beliefs and Motivational Orientations for Computer Science Teacher Education.” <i>Studies in Higher Education</i> 41, no. 11 (2016): 1958–73. <a href=\"https://doi.org/10.1080/03075079.2015.1004233\">https://doi.org/10.1080/03075079.2015.1004233</a>.","alphadin":"<span style=\"font-variant:small-caps;\">Bender, Elena</span> ; <span style=\"font-variant:small-caps;\">Schaper, Niclas</span> ; <span style=\"font-variant:small-caps;\">Caspersen, Michael E.</span> ; <span style=\"font-variant:small-caps;\">Margaritis, Melanie</span> ; <span style=\"font-variant:small-caps;\">Hubwieser, Peter</span>: Identifying and formulating teachers’ beliefs and motivational orientations for computer science teacher education. In: <i>Studies in Higher Education</i> Bd. 41, Taylor and Francis (2016), Nr. 11, S. 1958–1973","short":"E. Bender, N. Schaper, M.E. Caspersen, M. Margaritis, P. Hubwieser, Studies in Higher Education 41 (2016) 1958–1973.","mla":"Bender, Elena, et al. “Identifying and Formulating Teachers’ Beliefs and Motivational Orientations for Computer Science Teacher Education.” <i>Studies in Higher Education</i>, vol. 41, no. 11, Taylor and Francis, 2016, pp. 1958–73, doi:<a href=\"https://doi.org/10.1080/03075079.2015.1004233\">10.1080/03075079.2015.1004233</a>.","bibtex":"@article{Bender_Schaper_Caspersen_Margaritis_Hubwieser_2016, title={Identifying and formulating teachers’ beliefs and motivational orientations for computer science teacher education}, volume={41}, DOI={<a href=\"https://doi.org/10.1080/03075079.2015.1004233\">10.1080/03075079.2015.1004233</a>}, number={11}, journal={Studies in Higher Education}, publisher={Taylor and Francis}, author={Bender, Elena and Schaper, Niclas and Caspersen, Michael E. and Margaritis, Melanie and Hubwieser, Peter}, year={2016}, pages={1958–1973} }","ieee":"E. Bender, N. Schaper, M. E. Caspersen, M. Margaritis, and P. Hubwieser, “Identifying and formulating teachers’ beliefs and motivational orientations for computer science teacher education,” <i>Studies in Higher Education</i>, vol. 41, no. 11, pp. 1958–1973, 2016.","ama":"Bender E, Schaper N, Caspersen ME, Margaritis M, Hubwieser P. Identifying and formulating teachers’ beliefs and motivational orientations for computer science teacher education. <i>Studies in Higher Education</i>. 2016;41(11):1958-1973. doi:<a href=\"https://doi.org/10.1080/03075079.2015.1004233\">10.1080/03075079.2015.1004233</a>","apa":"Bender, E., Schaper, N., Caspersen, M. E., Margaritis, M., &#38; Hubwieser, P. (2016). Identifying and formulating teachers’ beliefs and motivational orientations for computer science teacher education. <i>Studies in Higher Education</i>, <i>41</i>(11), 1958–1973. <a href=\"https://doi.org/10.1080/03075079.2015.1004233\">https://doi.org/10.1080/03075079.2015.1004233</a>"},"title":"Identifying and formulating teachers’ beliefs and motivational orientations for computer science teacher education","type":"journal_article","publication_status":"published","year":"2016","status":"public","_id":"5010","issue":"11","volume":41,"language":[{"iso":"eng"}],"abstract":[{"text":"How teachers are able to adapt to a changing environment is essentially dependent on their beliefs and motivational orientations. The development of these aspects in the context of professional competence takes place during teachers’ educational phase and professional practice. The overall understanding of professional competence for teaching computer science follows the notion of empirical educational research including beliefs and motivational aspects. This article aims to investigate relevant domain-specific beliefs and motivational orientations for teaching computer science and their consideration in curricula for computer science teacher education. Therefore, results of an expert interview study based on the critical incident technique lead to appropriate descriptions for domain-relevant beliefs and motivational orientations. Results of a broad curriculum analysis indicate how those aspects are normatively considered in computer science university and school education in Germany. The data were analyzed by qualitative content analysis.","lang":"eng"}]}