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• Twenty-two credits of required courses: Introduction to Developmental Psychol-
ogy, Introduction to Social Psychology, Introduction to Cognitive Psychology,
Teaching Methods and Skills, Philosophy of Education, Methods of Teaching CS
I and II, School Practicum in Computer Science, Reflective Workshop on Teach-
ing Practicum, and Selected Problems in Computer Science
• Eight credits of elective educational courses
• Six credits of elective advanced courses from the faculty of computer science
(seminars, projects, and advanced studies)
15.3.3
Computer Science Students' Perspective and Contribution
Here are several selected reasons for joining the program mentioned by the com-
puter science alumni, who joined the program:
• Have always dreamt about going back to study in the academia and the program
was an appropriate opportunity to realize that dream
• Have dropped out of the race for promotion and now have the time to replenish
the soul
• Are considering a professional alternative with more conventional work hours
• Are engaged in instruction and thought that the program would contribute to
their work
The students study alongside the university's regular undergraduate students, a fact
that affects the regular courses studied in the program. Among the feelings these
graduates expressed about their studies, they mentioned that they:
• Very much enjoy returning to academia, studying and connecting to current con-
tents as well as to basic computer science contents
• Enjoy the encounter with younger students
• Are challenged by the hands-on experience in the schools and in the mentorship
activities
In addition to the alumni's fulfillment of their expectations, teaching in the com-
puter science teacher preparation program also benefits from this program, as is
described below:
• The two populations—undergraduate students and alumni—benefit from each
other: The alumni, bring their work experience into the class, while the under-
graduate students help them relearn and refresh computer science contents that
they learned (sometimes many) years ago.
• The undergraduate students' self-esteem increases since they realize that they
chose a profession that successful computer science graduates wish to study as a
second career.
• The diversity inherent in this cohort of students further enhances the abovemen-
tioned phenomena.
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