Would a school system allow a person with only an eight-grade education to become an English teacher? Would a self-taught math teacher be given full responsibility for the high school math program? The answers to these questions are obvious to everyone: to become a subject-matter specialist school teacher, one must demonstrate competency by fulfilling state certification requirements.
rnYet these same school systems, which have well-defined qualification standards for English teachers and math teachers, today often assign full responsibility for the computer studies/computer science program to teachers who are self-taught or whose formal training is equivalent to an eight-grade education in the subject.
学校系统是否允许只有八年级以下教育的人成为英语老师?自学成才的数学老师将对中学数学课程负全部责任吗?这些问题的答案对每个人都是显而易见的:要成为学科专业的学校老师,必须通过满足国家认证要求来证明自己的能力。 P> rn
但是,这些具有明确定义的学历的学校系统如今,对于英语教师和数学老师的标准而言,如今经常将计算机学习/计算机科学计划的全部责任分配给自学成才或接受了相当于该学科八年级教育的教师。 P>
机译:在基础级实施社会相关的基于问题的计算机科学课程:学生的计算机科学知识和教师的实施需求
机译:“退化的专家”成为教师专业发展的新状态:从计算机科学教师的调整到课程的重大变化的教训
机译:农业科学教师在位于OGALLALA含水层边界内的计划中认为与水有关的关键课程需要
机译:计划获得计算机科学教师认证的课程计划(小组会议)
机译:泰国教师机构关于环境问题的现状以及拟议的教师培训计划(教育)环境课程体系。
机译:印第安那高中家庭和消费者科学教师的营养课程培训:知识和自我效能的短期改进(P16-057-19)
机译:计算机科学教育协作:促进救生衣和服务中的计算机科学教师教育方案