Abstract
This paper investigates the views of compulsory education science (PE04) teachers regarding the B-Level professional development programme (PDP) and what it offers in terms of Technological Pedagogical Content Knowledge, and their readiness to apply it in the classroom. The views of 59 teachers from 7 in-service teacher training centres were surveyed using specially developed Likert-type questionnaires, while semi-structured interviews with a sample group of 8 teachers provided supplementary in-depth data. The teachers’ views were for the most part positive for aspects of the Technological Pedagogical Content Knowledge (TPACK) model that were provided by the professional development programme, while 17–30 % reported moderate satisfaction. Their views of the skills they acquired relating to the incorporation of ICT in teaching activities were roughly similar, with certain differences. Given the limitations of the research, these results indicate, in our view, that the structure and implementation of the B-Level programme for compulsory education science teachers promote the development of teachers’ knowledge and skills and that there is still room for improvement.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alayyar, G., Fisser, P., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service science teachers: Support from Blended learning. Australian Educational Technology Journal, 28(8), 1298–1316.
B-Level. (2010). Educational package for the professional development of teachers in the Centers for Supporting PDT, section 5 science teachers. Scientific Coordinator D Psillos.
Bikos, K., Tzifopoulos, M. (2011). Teachers and ICT: Facilitators and obstacles in the use of digital applications in schoolo classrooms. In Proceedings of 2nd Panehellenic Conference, Integration of ICT in education (pp. 585–590) downloaded 6 July 2014. http://www.etpe.eu/new/custom/pdf/etpe1738.pdf (in Greek).
Cohen, L., & Manion, L. (1997). Educational Research Methodology. Athens: Ekfrasi Publications.
Computer Technology Institute & Press—“Diophantus” (CTI) Project (2007–2013). In-Service Training of Teachers for the utilisation and application of ICT in the teaching practice of the Operational Programme “Lifelong Learning”, NSRF (2007-2013), co-financed by Greece and the European Union (European Social Fund).
Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319–346.
Kalantzis, M., & Bill, C. (2010). The Teacher as Designer: Pedagogy in the New Media Age. e-Learning and Digital Media, 7, 200–222.
Kenneth, R., Hennessy, S., & Deaney, R. (2005). Incorporating Internet resources into classroom practice: Pedagogical perspectives and strategies of secondary-school subject teachers. Computers & Education, 44(1), 1–34.
Lee, M.-H., & Tsai, C.-C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1–21.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Rogers, A. (1999). Adults Education. Athens: Metexmio Publications. (In Greek).
So, H.-J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101–116.
Tzimogiannis, A. & Komis, B. (2004). Attitudes and views of secondary teachers towards the use of ICT in their teaching. In M. Grigoridou (Ed.), Proceedings of 4th Panehellenic Conference with International participation “ ICT in Education” (vol. A, pp. 165–176) Athens (in Greek).
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482–515.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Psillos, D., Paraskevas, A. (2017). Teachers’ Views of Technological Pedagogical Content Knowledge : The Case of Compulsory Education Science in-Service Teachers. In: Anastasiades, P., Zaranis, N. (eds) Research on e-Learning and ICT in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-34127-9_17
Download citation
DOI: https://doi.org/10.1007/978-3-319-34127-9_17
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-34125-5
Online ISBN: 978-3-319-34127-9
eBook Packages: EducationEducation (R0)