Which aspects are relevant for evaluating programming tools? Perspectives of teacher educators and teachers

Teaching programming requires the use of a programming tool (PT) for the classroom. Utilising the strengths of said PT and offsetting its weaknesses requires teachers to analyse the PT taking into account both specific computer science (CS) and teaching aspects – or in other terms CS related pedagogic content knowledge (CS-PCK). This poster presents the results of an exploratory, qualitative study that leads to a suggestion for categorising this knowledge. Results hint at areas where the alignment of perspectives of teachers and teacher educators could be improved.