Abstract
This study examines a national sample of 1127 computer science teachers who teach algorithms and programming in upper secondary education; it measures their knowledge with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of these areas. According to the results in the TPACK subscales, teachers state that their knowledge is between the values 4.38 (Content Knowledge) and 3.51 (Pedagogical Content Knowledge). Furthermore, according to the same study, teachers feel that they need further training in how to incorporate technology in their teaching as well as how to teach algorithms, two areas that relate to Pedagogical Content Knowledge and TPACK.
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Doukakis, S., Koilias, C., Adamopoulos, N., Giannopoulou, P. (2013). Computer Science Teachers’ In-service Training Needs and Their Technological Pedagogical Content Knowledge. In: Lytras, M.D., Ruan, D., Tennyson, R.D., Ordonez De Pablos, P., GarcĂa Peñalvo, F.J., Rusu, L. (eds) Information Systems, E-learning, and Knowledge Management Research. WSKS 2011. Communications in Computer and Information Science, vol 278. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-35879-1_36
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DOI: https://doi.org/10.1007/978-3-642-35879-1_36
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