Informatics; digital literacy; teacher; education; questionnaire

The development of informatics and information technology is currently very dynamic. The educational process must also respond to this situation, and therefore the knowledge and skills of teachers in the field of informatics and digital literacy are in high demand. Unfortunately, there is still a shortage of teachers with a qualification for teaching informatics. This paper describes our university's many years of experience in training teachers who have chosen to expand their credentials and certification in teaching computer science and information technology. This is the so-called extension study of computer science and the study of coordination in computer science and digital literacy in primary and secondary schools. Due to the workload, teacher education must be conducted through distance and combined forms. This form allows prospective teachers to manage their studies according to their requirements and possibilities. However, distance and combined forms of education also present problems and difficulties. Computer science is not seen as an important subject in many schools and is often taught by untrained teachers who, for example, do not have enough hours in their specialisation. In some years, more than 60% of teachers enrolled in extension studies in computer science have a humanities focus rather than a mathematics or science focus. Experience shows that these teachers usually have more difficulty mastering the curriculum, for example in programming, theoretical computer science, hardware or computer networks. The questionnaire survey and interviews with teachers show that many of them do not understand the objectives and content of the computer science and digital literacy curriculum. Therefore, these teachers are often surprised by the content of extension studies at our university. From these findings, there was a need to focus on the motivation and guidance of the student teachers.

The development of informatics and information technology is currently very dynamic. The educational process must also respond to this situation, and therefore the knowledge and skills of teachers in the field of informatics and digital literacy are in high demand. Unfortunately, there is still a shortage of teachers with a qualification for teaching informatics. This paper describes our university's many years of experience in training teachers who have chosen to expand their credentials and certification in teaching computer science and information technology. This is the so-called extension study of computer science and the study of coordination in computer science and digital literacy in primary and secondary schools. Due to the workload, teacher education must be conducted through distance and combined forms. This form allows prospective teachers to manage their studies according to their requirements and possibilities. However, distance and combined forms of education also present problems and difficulties. Computer science is not seen as an important subject in many schools and is often taught by untrained teachers who, for example, do not have enough hours in their specialisation. In some years, more than 60% of teachers enrolled in extension studies in computer science have a humanities focus rather than a mathematics or science focus. Experience shows that these teachers usually have more difficulty mastering the curriculum, for example in programming, theoretical computer science, hardware or computer networks. The questionnaire survey and interviews with teachers show that many of them do not understand the objectives and content of the computer science and digital literacy curriculum. Therefore, these teachers are often surprised by the content of extension studies at our university. From these findings, there was a need to focus on the motivation and guidance of the student teachers.