标题： 一种关于配对编程中教师与学生角色的扎根理论 显示英文标题

标题： A Grounded Theory on the Teacher and Student Roles in Pair Programming

摘要： 上下文：结对编程是一种已确立的（敏捷）实践，并在整个行业中被广泛采用。 目标：了解在什么情况下知识传递可能会损害结对编程会话。 方法：扎根理论 方法论基于17个记录的结对编程会话，其中有来自5家德国软件公司的18名开发人员参与，同时还对来自另外4家德国公司的6名不同开发人员进行了访谈。 结果：我们定义了学生和教师的角色，以帮助开发人员应对单方面的知识差距。 我们描述了需要避免的陷阱，并围绕结对编程中的权力差距发展了一个扎根理论。 结论：当开发人员不注意其合作伙伴的需求和愿望时，知识传递可能会有害。 如果开发人员不注意权力差距并加以控制，可能会出现防御性行为，这会导致一个恶性循环，对知识传递、共同协作和代码质量产生负面影响。 显示英文摘要

摘要： Context: Pair programming is an established (agile) practice and is practiced throughout the industry. Objective: Understand under what circumstances knowledge transfer can harm a pair programming session. Method: Grounded Theory Methodology based on 17 recorded pair programming sessions with 18 developers from 5 German software companies accompanied, by 6 interviews with different developers from 4 other German companies. Results: We define the student and teacher roles to help developers deal with a one-sided knowledge gap. We describe pitfalls to avoid and develop a grounded theory centered around the Power Gap in pair programming. Conclusions: Knowledge transfer can be harmful when developers don't pay attention to their partners needs and desires. If developers don't pay attention to the Power Gap and keep it in check, Defensive Behavior may arise that leads to a vicious cycle impacting the knowledge transfer, the Togetherness and the code quality in a negative way.