Computer science teacher preparation is critical

Gal‐Ezer, Judith; Stephenson, Chris

doi:10.1145/1721933.1721953

Cited by 59 publications

(37 citation statements)

References 10 publications

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“…The answer to this question is multi-faceted. The nature of CT as described above places this way of thinking and problem-solving into the higher levels of Bloom's taxonomy (Bloom et al 1956, Gal-Ezer andStephenson 2010). Besides encouraging higher level thinking in students, there are several practical reasons for integrating CT into science and mathematics classrooms.…”

Section: Smp#1mentioning

confidence: 99%

The Effects of Computational Thinking Professional Development on STEM Teachers’ Perceptions and Pedagogical Practices

Haines¹,

Krach²,

Pustaka³

et al. 2019

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The authors investigated the impact of exposure to computational thinking activities and professional development on inservice teachers' perceptions and teaching practices in elementary and secondary school education. The participants of this 2017/2018 research study were STEM teachers from the Baltimore County (Maryland) Public Schools in the United States of America. The major focus of this study was on the impact of professional development activities on the inclusion of computational thinking activities in the k-12 mathematics and science classrooms. The analysis of the data indicated that most of the participating teachers felt that the professional development activities were valuable and made a positive impact on the quality and quantity of computational thinking activities they implemented in their classrooms. Most of these teachers stated that they would implement computational thinking activities on a weekly or monthly basis. Based on the analysis of the data and the results of this study, a list of future research questions is included.

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Section: Smp#1mentioning

confidence: 99%

The Effects of Computational Thinking Professional Development on STEM Teachers’ Perceptions and Pedagogical Practices

Haines¹,

Krach²,

Pustaka³

et al. 2019

AJS

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“…Mishra and Koehler [47] have added knowledge about technology to this model. [41] as well as experiences in Informatics [22] have shown that teacher education is a very critical factor for the learning success of the students. The didactical knowledge of Mathematics teachers has turned out to be a very dominant factor e.g.…”

Section: Bm: Preconditions\teacher Qualification\teacher Education Dmmentioning

confidence: 99%

Computer science/informatics in secondary education

Hubwieser¹,

Armoni

Brinda

et al. 2011

Proceedings of the 16th Annual Conference Reports on Innovation and Technology in Computer Science Education - Working Group Re

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Computer Science (CS) Education research, specifically when focusing on secondary education, faces the difficulty of regionally differing political, legal, or curricular constraints. To date, many different studies exist that document the specific regional situations of teaching CS in secondary schools. This ITiCSE working group report documents the process of collecting, evaluating, and integrating research findings about CS in secondary schools from different countries. As an outcome, it presents a category system (Darmstadt Model), as a first step towards a framework that supports future research activities in this field and that supports the transfer of results between researchers and teachers in CS education (CSE) across regional or national boundaries. Exemplary application of the Darmstadt model shows in several important categories how different the situation of CSE in secondary education in various countries can be. The Darmstadt Model (DM) is now ready for discussion and suggestions for improvement by the CSE-community.

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“…CS as optional subject (16) Negative perceptions of CS (11) Low student enrolment (10) No CS (7) Problems at governmental level (5) Diverse capabilities of students (2) Lack of trained teachers (23) Perceived same as ICT (17) Curriculum difficulties (10) Lack of teaching resources (7) No quality evaluation (5) Trends…”

Section: Problemsmentioning

confidence: 99%

“…Some comparisons of computing at schools on international level have been made [13]. Initiatives to support CS, new curricula, new forms of support for teachers, and course materials are being developed [2,4,8,10,18]. For many years, the ACM/CSTA Model Curriculum for K-12 CS has served as a national standard in the U.S., Canada, Philippines, and Australia for pre-college CS education.…”

Section: Introductionmentioning

confidence: 99%

Computer science at school/CS teacher education

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Sentance

et al. 2012

Proceedings of the 12th Koli Calling International Conference on Computing Education Research

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In an international study, experts reflected on their national state of computer science education in school, and the associated situation and education of computer science teachers. While these situations are shaped by local circumstances, they are also shaped by changes in the discipline. The results of the study showed a number of recurrent themes and patterns such as curriculum difficulties, training and support for teachers, as well as the understanding (e.g. computer science vs. information technology) and relevance of computer science. The study also draws attention to initiatives that are being undertaken at the local and international levels to solve these problems. Finally, the study points out trends which are -according to the experts asked -likely to occur within the next few years.

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Computer science teacher preparation is critical

Cited by 59 publications

References 10 publications

The Effects of Computational Thinking Professional Development on STEM Teachers’ Perceptions and Pedagogical Practices

The Effects of Computational Thinking Professional Development on STEM Teachers’ Perceptions and Pedagogical Practices

Computer science/informatics in secondary education

Computer science at school/CS teacher education

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