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'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'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