Design of a Methods of Teaching Computer Science Course
This chapter describes how to design a Methods of Teaching Computer Science (MTCS) course within an academic computer science teacher preparation program, and suggests two possible syllabi for such a course. It is emphasized, however, that different approaches and frameworks can be applied when one designs the course. In the first section of this chapter, we propose four possible perspectives on the MTCS course: the NCATE standards, merging computer science with pedagogy, Shulman’s model of teachers’ knowledge, and research findings. The second section of the chapter describes two MTCS course syllabi. We mention that though the focus in this section is placed on the MTCS course, the course models, as well as parts of them, can be used also for other purposes related to computer science teaching, such as curriculum design and professional development of computer science teachers.
KeywordsComputer Science Pedagogical Content Knowledge Teacher Preparation Program Programming Paradigm Deterministic Finite Automaton
- Ragonis N, Hazzan O (2008) Disciplinary-pedagogical teacher preparation for pre-service Computer Science teachers: rational and implementation. Proc of ISSEP, Lecturer Notes in Computer Science, Vol. 5090/2008: 253–264Google Scholar
- Shulman L S (1987) Knowledge and teaching: Foundations of the new reform. Harvard Educ. Rev. 57(1): 1–22Google Scholar
- Tucker A, Deek F, Jones J, McCowan D, Stephenson C, Verno A (2003) A model curriculum for K-12 Computer Science. Final Report of the ACM K-12 Activity Force Curriculum Committee. http://csta.acm.org/Curriculum/sub/K-12ModelCurr2ndEd.pdf. Accessed 20 February 2007