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Upper Secondary School Teacher Training in Informatics

The State Master's Exam in the two-year follow-up study in the field of Computer Science Teaching for Secondary Schools follows the following rules:
In the case that the computer technology is an approving discipline in which the student defends his / her diploma thesis, its defense usually takes place in the same term as the State Master's Exam in Computer Science. If a student of this branch also studies one of the master's courses in Informatics or Applied Informatics, then he / she holds a Master's degree examination in the field of the aforementioned study programs and the didactics of computer technology. If the student does not study any field of Informatics or Applied Informatics, the Master's examination consists of two pre-selected elective subjects and a computer-aided didactics. Selected subjects the student specifies when submitting his / her application for a state masters examination, and these must be subjects that are listed as optional at the two-year follow-up study program Computer Science for Secondary Schools. Topics tested in selected subjects correspond to their syllables.
Note: The conditions for the Master's degree examination in the second qualification field will be determined by the relevant faculty, which guarantees the teaching in this field.

Didactics of computer technology

The answer to a question in computer science didactics must include:

  • inclusion of the topic in the curriculum of the subject,
  • specification of pupil's initial knowledge,
  • clarifying which information the pupil needs to know safely after discussing the topic (depending on the type of school) and which information is intended to be an expanding subject for talented pupils,
  • motivational examples,
  • a presentation of the topic using an appropriate teaching method and appropriate demonstration examples,
  • ways of verifying knowledge.

When evaluating answers to questions from the didactics of computer technology, in addition to professional correctness, consideration will also be given to the form of interpretation (due to the teaching of the lesson); interpretation must respect the principles and principles of general didactics.

  • 1. Development of computer technology. Origin and development of basic programming languages. Future directions of development of computer technology.
  • 2. Fundamentals of algorithmization. Algorithm and its properties, design, method of writing and implementation of the algorithm. Programming languages, their distribution. Appropriate choice of programming language to solve the problem.
  • 3. Basic data types, their distribution. Visual representation of data structures. Possibilities to use them to solve a particular problem. Dynamic data structures, their implementation and operations over them.
  • 4. Structure of the program. Program management structures, their syntax and semantics. Structured and object-oriented programming. Procedures and functions, ways of passing parameters. Recursion.
  • 5. Basic algorithms, search, sorting. Visualization of the program run, principles of tuning and program testing. Complexity of algorithms and optimization of programs.
  • 6. Computer networks, the Internet and their services. Distribution of computer networks. Basic security rules in computer networks, privacy. Copyright in relation to software and ICT. Working with information, searching, sorting and storing.
  • 7. Basic principles and models of the computer system. Processors, memory, and other devices of a modern computer system. Relationship between technical equipment, operating system and application software.
  • 8. Basic software from the user's point of view. Control of application software. Operation and administration of the network and the operating system.
  • 9. Subject "Informatics and Computer Technology at Elementary / Secondary School. Objectives and syllabus of the subject. Curriculum for the given school level. Classification of the curriculum into grades according to the expected duration of the informatics education, continuity with other subjects.
  • 10. Concepts of classroom and school equipment by computer technology. Appropriate equipment depending on the type and focus of the school. A comprehensive plan for the development and use of ICT at school.
  • 11. Teacher career development. What is the "shock of reality at beginning teachers?" Evaluation of the teacher's profession on the scale of the prestige of the profession in our country and in the world.
  • 12. Creativity and divergent thinking. Design a test of divergent thinking for your pupils. Are pupils with distinctly divergent thoughts among teachers more popular or less popular - and why?
  • 13. Interpretation method. Its advantages and disadvantages. The pace of interpretation. Keep pupils' attention. Transfer information from short-term memory to long-term memory. Interpretation technique.