Guest Editor: Joanna Goode
The rise of computer science education in primary and secondary education has led to a swift adoption of new classes, curriculum, frameworks, and state and national learning standards. In parallel with these efforts, thousands of teachers have participated in professional development efforts to prepare them with the knowledge and skills to effectively teach computer science in schools. While this effort has successfully bootstrapped CS teaching in the classroom over the last decade, a more sustainable pathway to teaching computing depends on infusing computer science within teacher preparation programs.
Teacher education, charged with preparing tomorrow’s teachers, has been conspicuously missing from many of the “CS for All” computing reform efforts that have brought computer science to schools across the globe. As new computing courses and curriculum have become formalized in schools, producing a steady stream of educators prepared to teach computing in has emerged as the critical next phase of computing education reform. To inform these efforts, a robust set of scholarly papers are solicited across a variety of topics in teacher education to build the research base in this area.
In this special issue, the editor seeks contributions that describe original work, accompanied by empirical evidence, focused on any aspect of teacher education in computer science. Suitable topics include, but are not limited to:
- Models of Teacher Education programs in computer science
- Teaching methods for computer science
- Course pathways to computer science licensure
- Student teaching, practicum, and field experiences
- Preparing educators for effective teaching culturally diverse CS learners
- Preparing elementary or secondary educators to teach computing
All manuscripts should be submitted online at: http://www.edmgr.com/ncse/
November 15, 2017 Open Call for Manuscripts
February 5, 2018 Deadline for Manuscripts
April 16, 2018 Reviews back to Authors
June 1, 2018 Manuscript deadline