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Computer Science Teacher Preparation Practices

Identifikátory výsledku

  • Kód výsledku v IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F19%3A43960409" target="_blank" >RIV/49777513:23420/19:43960409 - isvavai.cz</a>

  • Výsledek na webu

    <a href="https://library.iated.org/view/PRUCHA2019COM" target="_blank" >https://library.iated.org/view/PRUCHA2019COM</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.21125/inted.2019.2391" target="_blank" >10.21125/inted.2019.2391</a>

Alternativní jazyky

  • Jazyk výsledku

    angličtina

  • Název v původním jazyce

    Computer Science Teacher Preparation Practices

  • Popis výsledku v původním jazyce

    In connection with the integration of CS (Computer Science) into the curriculum of primary and secondary schools there is an increasing interest in improving the quality and increasing number of the CS teachers in the countries around the world. Innovation in the university CS teacher preparation programs and change of approach are one of the key elements for the success of these problems. The aim of this work is to identify paradigms in today&apos;s preparation of CS teachers by implementing a multiple case study from the point of view of two states. Cases were selected in the states of Nebraska and the Czech Republic. The presented results are based on a qualitative research consisting of semi-structured interviews with the university post-secondary faculty members who work in CS teacher preparation. Results are discussed in three main categories: problems with the CS teacher preparation, challenges in the CS teacher preparation and factors influencing the CS teacher preparation. The common problems found are mainly finance and insufficient number of CS teacher applicants. The cases also differ especially in the concepts focusing on pre-service and in-service teacher preparation, which may be an important factor in addressing the lack of students. One of the challenges in preparation is also the confidence of future CS teachers and a way of thinking about teaching CS at all, where the rapid development of this discipline can often be difficult for teachers to keep up. The results of this study can serve as a source of valuable information for strategic decisions, especially at university level, in the preparation of CS teachers.

  • Název v anglickém jazyce

    Computer Science Teacher Preparation Practices

  • Popis výsledku anglicky

    In connection with the integration of CS (Computer Science) into the curriculum of primary and secondary schools there is an increasing interest in improving the quality and increasing number of the CS teachers in the countries around the world. Innovation in the university CS teacher preparation programs and change of approach are one of the key elements for the success of these problems. The aim of this work is to identify paradigms in today&apos;s preparation of CS teachers by implementing a multiple case study from the point of view of two states. Cases were selected in the states of Nebraska and the Czech Republic. The presented results are based on a qualitative research consisting of semi-structured interviews with the university post-secondary faculty members who work in CS teacher preparation. Results are discussed in three main categories: problems with the CS teacher preparation, challenges in the CS teacher preparation and factors influencing the CS teacher preparation. The common problems found are mainly finance and insufficient number of CS teacher applicants. The cases also differ especially in the concepts focusing on pre-service and in-service teacher preparation, which may be an important factor in addressing the lack of students. One of the challenges in preparation is also the confidence of future CS teachers and a way of thinking about teaching CS at all, where the rapid development of this discipline can often be difficult for teachers to keep up. The results of this study can serve as a source of valuable information for strategic decisions, especially at university level, in the preparation of CS teachers.

Klasifikace

  • Druh

    D - Stať ve sborníku

  • CEP obor

  • OECD FORD obor

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Návaznosti výsledku

  • Projekt

  • Návaznosti

    S - Specificky vyzkum na vysokych skolach

Ostatní

  • Rok uplatnění

    2019

  • Kód důvěrnosti údajů

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Údaje specifické pro druh výsledku

  • Název statě ve sborníku

    INTED 2019 : 13th International Technology, Education and Development Conference : Conference Proceedings

  • ISBN

    978-84-09-08619-1

  • ISSN

    2340-1079

  • e-ISSN

  • Počet stran výsledku

    10

  • Strana od-do

    9616-9625

  • Název nakladatele

    IATED Academy

  • Místo vydání

    Valencia

  • Místo konání akce

    Valencia

  • Datum konání akce

    11. 3. 2019

  • Typ akce podle státní příslušnosti

    WRD - Celosvětová akce

  • Kód UT WoS článku

    000541042204106