This study describes and evaluates the classroom pedagogical practices of teachers in the teaching of computer science and computational thinking (CP) secondary education in the metropolitan region of Panama City, in comparison with international references. The International Society for Technology in Education (ISTE) and other references to relevant literature in pedagogy. Data from a convenience sample made up of 14 middle-level schools participating in the 2019 National Informatics Olympics were analyzed, openly publicized. The data was collected through classroom observations. Little evidence was observed of the use of teaching practices recognized as best practices for teaching computer science and CP. There was a bit more evidence for the use of constructionist practices than for those related to CP; and even less for the use of practices related to experiential learning. Furthermore, there are notable differences between official and private schools regarding the use of these practices. Additionally, the findings indicated a significant level of inequity in the system, as the scores were polarized between schools with a lot of evidence and schools with little or no evidence, and few schools in between.
