High School Computer Science Teacher Preparation Programs

Chapter

Abstract

This chapter puts the Methods of Teaching Computer Science (MTCS) course in the wider context of computer science teacher preparation programs. It first describes a model for high school computer science education that one of its components is computer science teacher preparation programs. The model consists of five key elements—a well-defined curriculum, a requirement of a mandatory formal computer science teaching license, teacher preparation programs, national center for computer science teachers, and research in computer science education—as well as interconnections between these elements. Then, the focus is placed on the teacher preparation programs component of the model, describing (1) a workshop targeted at computer scientists and computer science curriculum developers who wish to launch a computer science teacher preparation programs at their universities but lack knowledge about the actual construction of such programs and (2) the perspective that examines computer science teaching as an additional profession for computer science graduates.

Keywords

Clarification Lewin 

References

  1. Aharoni D (2000) Cogito, ergo sum! Cognitive processes of students dealing with data structures. In: Haller S (ed) Proceedings of the 31st SIGCSE Technical Symposium on Computer Science Education, pp 26–30Google Scholar
  2. Armoni M, Gal-Ezer J (2003) Non-determinism in computer science high-school curricula. FIE2003. http://fie-conference.org/fie2003/papers/1251.pdf. Accessed Nov 2014
  3. Armoni M, Gal-Ezer J, Hazzan O (2006) Reductive thinking in computer science. Comput Sci Educ 16(4):281–301CrossRefGoogle Scholar
  4. Brandes O, Vilner T, Zur E (2010) Software design course for leading CS in-service teachers. Proceedings of ISSEP. Lecture Notes on Computer Science, Vol 5941, pp 49–60Google Scholar
  5. CSTA (2013) Bugs in the system: computer science teacher certification in the U.S. http://csta.acm.org/ComputerScienceTeacherCertification/sub/CSTA_BugsInTheSystem.pdf. Accessed Aug 2014
  6. Dubinsky Y, Hazzan O (2005) A framework for teaching software development methods. Comput Sci Educ 15(4):275–296CrossRefGoogle Scholar
  7. Gal-Ezer J, Harel D (1998) What (else) should computer science educators know? Commun ACM 41(9):77–84CrossRefGoogle Scholar
  8. Gal-Ezer J, Harel D (1999) Curriculum for a high school computer science curriculum. Comput Sci Edu 9(2):114–147CrossRefGoogle Scholar
  9. Gal-Ezer J, Zur E (2004) The efficiency of algorithms misconceptions. Comput Educ 42(3):215–226CrossRefGoogle Scholar
  10. Gal-Ezer J, Beeri C, Harel D, Yehudai A (1995) A high-school program in computer science. Comput 28(10):73–80CrossRefGoogle Scholar
  11. Haberman B, Lev E, Langly D (2003) Action research as a tool for promoting teacher awareness of students’ conceptual understanding. ITiCSE 2003, pp 144–148Google Scholar
  12. Hazzan O, Ragonis N (2014) STEM teaching as an additional profession for scientists and engineers: the case of computer science education, Proceedings of the 45th ACM Technical Symposium on Computer Science Education, Atlanta, GA, USA, pp 181–186Google Scholar
  13. Hazzan O, Gal-Ezer J, Blum L (2008) A model for high school computer science education: the four key elements that make it!. Proceedings of the 39th ACM Technical Symposium on Computer Science Education, Portland, Oregon, USA, pp 281–285Google Scholar
  14. Hazzan O, Gal-Ezer J, Ragonis N (2010) How to establish a Computer Science teacher preparation program at your university?—The ECSTPP Workshop. ACM, Inroads, pp 35–39Google Scholar
  15. Israeli National Center for Computer Science Teachers (2002) “Machshava”-The Israeli National Center for High School Computer Science Teachers. Proceedings of the 7th SIGCSE Annual Conference on Innovation and Technology in Computer Science Education, Aarhus, Denmark, p 234Google Scholar
  16. Kolikant Ben-DavidY, Pollack S (2004) Community-oriented pedagogy for in-service CS teacher training. ITiCSE 2004, pp 191–195Google Scholar
  17. Lapidot T, Aharoni D (2008) On the frontier of computer science: Israeli summer seminars. Inroads SIGCSE Bull 40(4):72–74CrossRefGoogle Scholar
  18. Levy D (2000) Classification and discussion of recursive phenomena by computer science teachers. In: Robson R (ed) Proceedings of the International Conference on M/SET, San Diego, CaliforniaGoogle Scholar
  19. Lewin K (ed) (1948) Resolving social conflicts: Selected papers on group dynamics. Harper & Row, New YorkGoogle Scholar
  20. Ragonis N, Haberman B (2003) A multi-level distance learning-based course for high-school computer science leading-teachers. ITiCSE, pp 224Google Scholar
  21. Sherman-Kolker S (2009) Student perceptions of human aspects of software engineering, Master Thesis, Technion-Israel Institute of TechnologyGoogle Scholar
  22. Shulman LS (1986) Those who understand: knowledge growth in teaching. Educ Teacher 15(2):4–14Google Scholar
  23. Tucker A, Deek F, Jones J, McCowan D, Stephenson C, Verno A (2003) A model curriculum for K-12 Computer Science. Final Report of the ACM K-12 Task Force Curriculum Committee. http://csta.acm.org/Curriculum/sub/K-12ModelCurr2ndEd.pdf. Accessed 20 Feb 2007

Copyright information

© Springer-Verlag London Limited 2014

Authors and Affiliations

  1. 1.Dept. Education in Science & TechnologyTechnion—Israel Institute of TechnologyTechnion CityIsrael
  2. 2.Computer Science Studies, Faculty of EducationBeit Berl CollegeDoar Beit BerlIsrael
  3. 3.Dept. Education in Science & TechnologyTechnion—Israel Institute of TechnologyDoar Beit BerlIsrael

Personalised recommendations