Challenges in Mentoring Software Development Projects in High School: Analysis According to Shulman's Teacher Knowledge Base Model

摘要

This article focuses on the challenges and difficulties encountered by high school Computer Science teachers mentoring software development project and analyzes these difficulties according to Shulman's Teacher Knowledge Base Model. The main difficulties that emerged from the data analysis belong to the following categories of Shulman's model: content knowledge, pedagogical content knowledge (PCK) and knowledge of learners and their characteristics. Data suggest that the complexity of the mentoring process of software project development in high schools results mainly from the fact that in addition to common challenges of project-based learning (PBL), the process involves a variety of knowledge types, as well as management activities and pedagogical aspects. This leads to the conclusion that a mentoring methodology should be defined for this complex task, similar to software project development methodologies applied in the industry. The summary discusses the nature of such a methodology.