Teacher training in informatics for secondary schools

The state master's examination in the two-year follow-up study in the field of Computer Science Teacher Training for Secondary Schools is carried out according to the following rules:
If computer technology is an approbation field in which a student defends his / her diploma thesis, its defense usually takes place on the same date as the state master's examination in computer technology. If a student of this field also studies one of the master's fields of the Informatics or Applied Informatics program, then he / she passes the state master's examination in the field of the above-mentioned study programs and in computer science didactics. If the student does not study any field of Informatics or Applied Informatics, the state master's examination consists of two pre-selected compulsory elective courses and computer science didactics. Selected subjects are specified by the student when submitting his application for the state master's examination, which must be subjects that are listed as compulsory within the two-year follow-up study field of Computer Science Teacher Training for Secondary Schools. The topics tested in the selected subjects correspond to their syllabi.
Note: The conditions for the state master's examination in the second approbation field are set by the relevant faculty, which guarantees the teaching of this field.

Didactics of computer technology

The answer to the question from the didactics of computer technology must include:

• inclusion of the given topic in the curriculum of the taught subject,
• specification of the pupil's input knowledge,
• clarification of what information the pupil must know safely after discussing the topic (depending on the type of school) and which information is intended as an extension of the subject for talented pupils,
• motivational examples,
• presentation of the topic using an appropriate teaching method and appropriate demonstration examples,
• ways of verifying knowledge.

In evaluating the answers to the questions from the didactics of computer technology, in addition to professional accuracy, the form of interpretation will also be taken into account (with regard to the conduct of the lesson); the 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 computer technology development.
• 2. Basics of algorithms. Algorithm and its properties, design, notation and implementation of the algorithm. Programming languages, their division. Appropriate choice of programming language for solving the problem.
• 3. Basic data types, their distribution. Visual representation of data structures. Possibilities of their use for solving a specific problem. Dynamic data structures, their implementation and operations on them.
• 4. Program structure. Control structures of programs, their syntax and semantics. Structured and object-oriented programming. Procedures and functions, methods of passing parameters. Recursion.
• 5. Basic algorithms, search, sorting. Visualization of program run, principles of program debugging and testing. Complexity of algorithms and program optimization.
• 6. Computer networks, the Internet and their services. Division of computer networks. Basic rules of security in computer networks, privacy protection. Copyright in relation to software and work with ICT. Working with information, searching, sorting and storing.
• 7. Basic principles and models of computer system. Processors, memories and other devices of a modern computer system. Relationship between hardware, 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 operating system.
• 9. Subject „Informatics and computer technology at primary / secondary school. Objectives and syllabus. Curriculum for a given grade of school. Division of curriculum into grades depending on the expected length of computer science teaching, links to other subjects.
• 10. Concept of classroom and school equipment with computer technology. Suitable equipment depending on the type and focus of the school. A comprehensive plan for the development and use of ICT in school.
• 11. Development of a teacher's career. What causes “shock from reality” for beginning teachers? Evaluation of the teaching profession on the scale of professional prestige in our country and in the world.
• 12. Creativity and divergent thinking. Design a test of divergent thinking in your students. Are students with a distinctly divergent mindset more popular with teachers, or less popular - and why?
• 13. Method of interpretation. Its advantages and disadvantages. Pace of interpretation. Keeping students' attention. Transfer information from short-term memory to long-term memory. Interpretation technique.