Design of Methods of Teaching Computer Science Course - Guide to Teaching Computer Science: An Activity-Based Approach - page 253

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14

Design of Methods of Teaching
Computer Science Course

Abstract
This chapter describes how to design a Methods of Teaching Computer Sci-
ence (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.

14.1 Perspectives on the MTCS Course 1

As could be observed so far in this Guide, the education and training of prospective
computer science teachers, in general, and the MTCS course, in particular, should
address a broad spectrum of topics. Accordingly, when designing the MTCS course,
one can use different approaches for course organization.
In this section, we propose four possible perspectives on the MTCS course
that can inspire the course design according to the instructor's preferences: (1) the
NCATE standards, (2) merging computer science with pedagogy, (3) Shulman's
model of teachers' knowledge, and (4) research findings. In the following descrip-
tion of the four perspectives, the readers can observe that many of the presented
topics have already been addressed in this Guide.

1 Based on Lapidot and Hazzan ( 2003 ).