Professional education for secondary computer science (abstract only)
Kathleen M. Pearson · 1987
As states are now beginning to certify secondary teachers in Computer Science for secondary education, it is time to consider how many (if any), and what kind, professional education courses a prospective teacher should take. The courses under consideration here primarily are the ones known as “methods” courses; that is, how to teach the subject. We have insufficient data to make a clear judgement at this time, but there appears to be a dismal record, especially for smaller schools, for these courses involving the sciences and mathematics. Such courses as educational psychology are invaluable, but a methods course taught to computer science students by instructors who neither like nor understand computers or (computer science) cannot be a happy situation. We already have had this happen to the mathematics and science teachers — more than one has been told that such subjects as algorithms, algebra, or trigonometry are not proper subjects for discussion. Can only subjects be considered for discussion which are outside the realm of science and technology?