Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Bücher
Zeitschriften
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
MTZ-Fachkongress

Antriebe und Energiesysteme von morgen


Austausch von Automobil- und Energiewirtschaft

Am 14./15. Mai geht es in Chemnitz um die Mobilitätswende durch Elektro- und Wasserstofffahrzeuge.
Erweiterte Suche
Anmelden
nach oben
Erschienen in:
Introduction—What Is this Guide About? Kapitel lesen Erstes Kapitel lesen

2014 | OriginalPaper | Buchkapitel

13. Getting Experience in Computer Science Education

verfasst von : Orit Hazzan, Tami Lapidot, Noa Ragonis

Erschienen in: Guide to Teaching Computer Science

Verlag: Springer London

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

This chapter deals with the teaching experience that the students enrolled in the Methods of Teaching Computer Science (MTCS) course gain before becoming computer science (CS) teachers. Three frameworks in which the prospective CS teachers gain their first teaching experience are presented: (1) The practicum, which takes place in high school, after one or two semesters of learning the MTCS course; (2) CS teacher training within the Professional Development School (PDS) collaboration framework; and (3) 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 CS teachers.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Vorheriges Kapitel Integrated View at the MTCS Course Organization: The Case of Recursion
Nächstes Kapitel Design of Methods of Teaching Computer Science Course
Fußnoten
1
Based on Hazzan and Lapidot (2004), © 2004 ACM, Inc. Included here by permission.
 
2
We note that the analysis of teaching situations taken from lessons taught by experienced teachers is important for other purposes.
 
3
Based on Lapidot (2005)
 
4
Based on Ragonis and Oster-Lewintz (2011), © 2011 ACM, Inc. Included here by permission.
 
5
Based on Ragonis and Hazzan (2009a). Copyright 2009 by the Association for the Advancement of Computing in Education (AACE). [http://​www.​aace.​org] Included here by permission.
 
Literatur
Ben-Ari M (2001) Constructivism in computer science education. J of Comput Mat Sci Teach 20(1):45–74
Clark RW (1999) Effective professional development schools: agenda for education in a democracy. Jossey-Bass, San Francisco
Darling-Hammond L (2001) When conceptions collide: constructing a community of inquiry for teacher education in British Columbia. J Educ Teach 27(1):7–21CrossRef
Eick CJ, Ware FN, Jones MT (2004) Coteaching in a secondary science methods course: learning through a coteaching model that supports early teacher practice. J Sci Teach Educ 15(3):197–209CrossRef
Furlong J (2000) School mentors and university tutors: lessons from the english experiment. J Theory Pract 39(1):12–19CrossRef
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
Klieger A, Oster-Levinz A (2008) In search of the essence of a good school: school characteristics leading to successful pds collaboration. Aust J Teach Educ 33(4):40–54
Korthagen FA, Kessels JPM (1999) Linking theory and practice: changing the pedagogy of teacher education. Educ Res 28(4):4–17CrossRef
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 University Press, CambridgeCrossRef
Levine M (2003) Foreward. In: Teitel L (ed) The professional development schools handbook: starting, sustaining and assessing partnerships that improve student learning. Corwin Inc, Thousand Oaks, pp XIII–XVII
Putnam RT, Borko H (2000) What do new views of knowledge and thinking have to say about research on teacher learning? Educ Res 29(1):4–15CrossRef
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, pp 276–280
Ragonis N, Hazzan O (2009a) Integrating a tutoring model into the training of prospective computer science teachers. J Comput Math 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 Tutor: Partnersh Learn 17(1):67–82CrossRef
Ragonis N, Hazzan O (2010) A reflective practitioner’s perspective on computer science teacher preparation. Proc. 4th ISSEP, Zürich, Switzerland, pp 90–106
Ragonis N, Oster-Levinz A (2011) Pre-service computer science teacher training within the professional development school (PDS) collaboration framework. In Proc. of the 5th Int. Conf. on Informatics in Schools: Situation, Evolution and Perspectives (ISSEP’11), Ivan Kalaš and Roland T. Mittermeir (Eds). Springer-Verlag, Berlin, Heidelberg, pp 106–116
Schön DA (1983) The reflective practitioner. BasicBooks, New York
Schön DA (1987) Educating the reflective practitioner: towards a new design for teaching and learning in the profession. Jossey-Bass, San Francisco
Teitel L (2003) The professional development schools handbook: starting, sustaining and partnerships that improve student learning. Corwin Inc, Thousand Oaks
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
Wilson SM, Berne J (1999) Teacher learning and the acquisition of professional knowledge. Rev Res Educ 24:173–209
Metadaten
Titel
Getting Experience in Computer Science Education
verfasst von
Orit Hazzan
Tami Lapidot
Noa Ragonis
Copyright-Jahr
2014
Verlag
Springer London
Buch
Guide to Teaching Computer Science

Print ISBN: 978-1-4471-6629-0

Electronic ISBN: 978-1-4471-6630-6

Copyright-Jahr: 2014

DOI
https://doi.org/10.1007/978-1-4471-6630-6_13

Premium Partner

    Bildnachweise