Preparing undergraduate students to support K-12 computer science teaching through school-university partnerships: reflections from the field

Mouza, Chrystalla; Sheridan, Scott; Lavigne, Nancy C.; Pollock, Lori

doi:10.1080/08993408.2021.1970435

Cited by 3 publications

(1 citation statement)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Table 8 shows the number of papers grouped by the targeted population as well as the papers referring to these. [72,92] MSc students 1 (4%) [115] Undergraduates/Graduates (not TAs) 4 (16%) [5,8,87,112] Undergraduates related to teacher training 2 (8%) [81,128] Teacher Training 5 (20%) [13,50,52,71,95] With respect to teacher training, we note that most of the relevant papers matching our search terms did focus on addressing CE content in in-service teacher (re-)training, introducing Computational Thinking to pre-service teachers in other disciplines, or addressing isolated aspects of CE in single-intervention studies. In contrast, reports on the overall design of CE courses and their evaluation in the venues surveyed were scarce, likely reflecting the fact that most countries either had well-established teacher training programmes in place already or were in "bootstrapping" phases during the time frame considered for our literature review.…”

Section: Related Cs Education Coursesmentioning

confidence: 99%

Arguments for and Approaches to Computing Education in Undergraduate Computer Science Programmes

Cutts,

Kallia,

Anderson

et al. 2023

Proceedings of the 2023 Working Group Reports on Innovation and Technology in Computer Science Education

View full text Add to dashboard Cite

Computing education (CE), the scientific foundation of the teaching and learning of subject matter specific to computing, has matured into a field with its own research journals and conferences as well as graduate programmes. Yet, and unlike other mature subfields of computer science (CS), it is rarely taught as part of undergraduate CS programmes. In this report, we present a gap analysis resulting from semi-structured interviews with various types of stakeholders and derive a set of arguments for teaching CE courses in undergraduate CS programmes. This analysis and the arguments highlight a number of opportunities for the discipline of CS at large, in academia, in industry, and in school education, that would be opened up with undergraduate CE courses, as well as potential barriers to implementation that will need to be overcome. We also report on the results of a Delphi process performed to elicit topics for such a course with various audiences in mind. The Delphi process yielded 19 high-level categories that encompass the subject matter CE courses should incorporate, tailored to the specific needs of their intended student audiences. This outcome underscores the extensive range of content that can be integrated into a comprehensive CE programme. Based on these two stakeholder interactions as * Working group co-leaders

show abstract