Computer science teacher preparation is critical

Author:

Gal-Ezer Judith1,Stephenson Chris2

Affiliation:

1. The Open University of Israel, Raanana, Israel

2. Computer Science Teachers Association, New York, New York

Abstract

In this paper, we report on the research and recommendations of the CSTA (Computer Science Teachers Association) Teacher Certification Task Force, addressing the crisis in computer science teacher preparation and certification. This paper will address the importance of computer science as a scientific discipline, and provide a brief discussion of the relevant research and current existing certification models Primarily, however, this paper focuses on the Task Force's recommended models for teacher preparation and certification in computer science.

Publisher

Association for Computing Machinery (ACM)

Subject

Education,General Computer Science

Reference20 articles.

1. The Science Methods Course in the Context of the Total Teacher Education Experience

2. Bloom B. S. Krathwohl D. R. & Masia B. B. (1956). Taxonomy of Educational Objectives Classification of Educational Goals Handbook I: Cognitive Domain New York: McKay. Bloom B. S. Krathwohl D. R. & Masia B. B. (1956). Taxonomy of Educational Objectives Classification of Educational Goals Handbook I: Cognitive Domain New York: McKay.

3. Good Intentions Are Not Enough: A Story of Collaboration in Science, Education, and Technology

4. Ericson B. Armoni M. Gal-Ezer J. Seehorn D.. Stephenson C. & Trees F (2008). Ensuring exemplary teaching in an essential discipline: Addressing the crisis in computer science teacher certification. New York: The Computer Science Teachers Association. Ericson B. Armoni M. Gal-Ezer J. Seehorn D.. Stephenson C. & Trees F (2008). Ensuring exemplary teaching in an essential discipline: Addressing the crisis in computer science teacher certification. New York: The Computer Science Teachers Association.

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