Abstract
This chapter deals with the first teaching experiences that the students enrolled in the MTCS course gain before becoming computer science teachers. It presents two frameworks in which the prospective computer science teachers gain this first teaching experience: The practicum, which takes place in high school, after one or two semesters of learning the MTCS course, and a tutoring framework that can be integrated in the MTCS course. We also present activities that can be facilitated in the MTCS course, in which the students deal with and analyze teaching scenarios taken from the practicum of other prospective computer science teachers.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsNotes
- 1.
We note that the analysis of teaching situations taken from lessons taught by experienced teachers is important for other purposes.
- 2.
Based on Lapidot (2005).
References
Ben-Ari M (2001) Constructivism in Computer Science education. J. of Comput. in Mat. & Sci. Teach. 20(1): 45–74
Darling-Hammond L (2001) When conceptions collide: constructing a community of inquiry for teacher education in British Columbia. J. Educ. for Teach. 27(1): 7–21
Eick C J, Ware F N, Jones M T (2004) Coteaching in a secondary science methods course: learning through a coteaching model that supports early teacher practice. J. of Sci. Teacher Educ. 15(3): 197–209
Furlong J (2000) School mentors and university tutors: Lessons from the English experiment. J. of Theory into Pract. 39(1): 12–19
Hazzan O, Lapidot T (2004) The practicum in computer science education: Bridging gaps between theoretical knowledge and actual performance. ACM SIGCSE Bull. 35(4): 29–34.
Lapidot T (2005) Computer Science teachers’ learning during their everyday work. Unpublished Ph.D. Thesis, The Department of Education in Technology and Science, Technion - Israel Institute of Technology
Lave J, Wenger E (1991) Situated learning: Legitimate peripheral participation. Cambridge. Cambridge University Press
Putnam R T, Borko H (2000) What do new views of knowledge and thinking have to say about research on teacher learning? Educ. Res. 29(1): 4–15
Ragonis N, Hazzan O (2008) Tutoring model for promoting teaching skills of Computer Science prospective teachers. 13th Ann. Conf. on Innov. and Technol. in Comput. Sci. Educ. – ITiCSE, Madrid, Spain: 276–280
Ragonis N, Hazzan O (2009A) Integrating a tutoring model into the training of prospective computer science teachers, J. of Comput. in Math. and Sci. Teach. (JCMST) 28(3): 309–339
Ragonis N, Hazzan O (2009B) A tutoring model for promoting the pedagogical-disciplinary skills of prospective teachers, Mentor. & Tutoring: Partnersh. in Learn. 17(1): 67–82
Ragonis N, Hazzan O (2010) A reflective practitioner’s perspective on computer science teacher preparation. Proc. 4th ISSEP, Zürich, Switzerland: 90–106
Schön D A (1983) The reflective practitioner. BasicBooks, New York, NY
Schön D A (1987) Educating the reflective practitioner: Towards a new design for teaching and learning in the profession. Jossey-Bass, San Francisco
Stein D (1998) Situated learning in adult education. ERIC Digest #195. http://ericacve.org/docs/situated195.htm. Accessed 30 January 2007
Stephenson C, Gal-Ezer J, Haberman B, Verno A (2005) The new educational imperative: Improving high school computer science education, Final report of the CSTA, Curriculum Improvement Task Force, http://csta.acm.org/Communications/sub/DocsPresentationFiles/White_Paper07_06.pdf. Accessed 14 July 2010
Teitel L (2003) The professional development schools handbook: Starting, sustaining and partnerships that improve student learning. Corwin Press, Inc., Thousand Oaks, CA
Tucker A, Deek F, Jones J, McCowan D, Stephenson C, Verno A (2004) A model curriculum for K-12 Computer Science: Report of the ACM K-12 Education Task Force Computer Science Curriculum Committee, Assoc. for Comput. Mach., New-York, NY
Wilson S M, Berne J (1999) Teacher learning and the acquisition of professional knowledge. Rev. of Res. in Educ. 24: 173–209
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2011 Springer-Verlag London Limited
About this chapter
Cite this chapter
Hazzan, O., Lapidot, T., Ragonis, N. (2011). Getting Experience in Computer Science Education. In: Guide to Teaching Computer Science. Springer, London. https://doi.org/10.1007/978-0-85729-443-2_13
Download citation
DOI: https://doi.org/10.1007/978-0-85729-443-2_13
Published:
Publisher Name: Springer, London
Print ISBN: 978-0-85729-442-5
Online ISBN: 978-0-85729-443-2
eBook Packages: Computer ScienceComputer Science (R0)