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Erschienen in: Journal of Computers in Education 1/2015

01.03.2015

Investigating teachers’ confidence on technological pedagogical and content knowledge: an initial validation of TPACK scales in K-12 computing education context

verfasst von: Michail N. Giannakos, Spyros Doukakis, Ilias O. Pappas, Nikos Adamopoulos, Panagiota Giannopoulou

Erschienen in: Journal of Computers in Education | Ausgabe 1/2015

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Abstract

Computer science (CS) teachers’ training and profile is crucial to ensure students have access to quality computer science education (CSE). The aim of this study is to examine the profile of CS teachers in Greece and map it using the technique of persona. This study examines a national sample of 636 CS teachers who teach algorithms and programing in upper secondary education. The building of the persona is based on teachers’ abilities and needs regarding the central aspects of their knowledge with respect to three key domains as described by the technological, pedagogical, and content knowledge (TPACK) framework. According to the results, teachers attain relatively high scores on the TPACK subscales, however they state that there is an area for improvement in their Technology Knowledge and the intersection between content, pedagogical, and technological knowledge. In addition, teachers feel that they need further training on how to incorporate technology in their teaching as well as how to teach algorithms; which are two areas that relate to pedagogical content knowledge and TPACK. By mapping the knowledge, abilities, and needs of CS teachers, we will be able to recognize the challenges they face during teaching and consider strategies and policies for addressing these challenges.

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Metadaten
Titel
Investigating teachers’ confidence on technological pedagogical and content knowledge: an initial validation of TPACK scales in K-12 computing education context
verfasst von
Michail N. Giannakos
Spyros Doukakis
Ilias O. Pappas
Nikos Adamopoulos
Panagiota Giannopoulou
Publikationsdatum
01.03.2015
Verlag
Springer Berlin Heidelberg
Erschienen in
Journal of Computers in Education / Ausgabe 1/2015
Print ISSN: 2197-9987
Elektronische ISSN: 2197-9995
DOI
https://doi.org/10.1007/s40692-014-0024-8

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