Content and methods of teaching the basics of Python programming to future computer science teachers

Abstract

The article addresses the problem of designing the content and selecting effective
teaching methods for the course “Fundamentals of Programming in Python” aimed at
training future computer science teachers. The relevance of the study is substantiated
by the rapid development of digital technologies, the modernization of national
education standards, and the growing importance of programming and algorithmic
thinking in secondary education. A comprehensive analysis of national and
international research has been carried out. The reviewed studies reveal
methodological approaches to teaching Python at different educational levels,
including the use of project-based, problem-oriented, and game-based learning,
gamification techniques, and online educational platforms. The study presents the
structure of the academic course, which consists of three thematic modules: (1) the
basics of the Python language; (2) Python libraries (Turtle, Tkinter, PyQt, Matplotlib,
Pygame); and (3) methodology of teaching programming.
The methodological approaches implemented in the course include peer teaching, the
“Jigsaw” collaborative learning technique, peer assessment, and gamification
supported by the LMS Moodle platform. These approaches foster students’ motivation,
engagement, and responsibility, while simultaneously developing their programming
skills and pedagogical competence. The integration of modern educational
technologies and digital tools contributes to building computational, algorithmic, and
logical thinking in future teachers and enhances their readiness for professional
practice.
Future research will focus on experimentally validating the effectiveness of the
developed methodology and its impact on the professional competencies of future
computer science teachers.