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首页> 外文会议>IEEE Frontiers in Education Conference >Examining and mapping CS teachers' technological, pedagogical and content knowledge (TPACK) in K-12 schools
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Examining and mapping CS teachers' technological, pedagogical and content knowledge (TPACK) in K-12 schools

机译：检查和绘制K-12学校中CS老师的技术，教学和内容知识（TPACK）

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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 1127 CS teachers who teach algorithms and programming in upper secondary education. The building of the persona is based on teachers' abilities and needs regarding the central aspects of their knowledge in respect to three key domains in the Technological, Pedagogical, and Content Knowledge (TPACK) framework. According to the results in the TPACK subscales, teachers' state that their Content Knowledge scales is sufficient and Pedagogical, Content Knowledge needs to be improved on. In addition, teachers feel that they need further training in 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.
机译：计算机科学（CS）教师的培训和个人资料至关重要，以确保学生可以获得优质的计算机科学教育（CSE）。本研究的目的是检查希腊CS教师的概况，并使用角色技术映射它。本研究审查了1127个CS教师的国家样本，他在上部教育中教授算法和编程。该角色的建设是基于教师的能力和关于他们知识的中心方面，了解技术，教学和内容知识（TPACK）框架的三个关键领域。根据TPACK分量的结果，教师的内容知识尺度足够且教育，内容知识需要改进。此外，教师觉得他们需要进一步培训如何在教学中融入技术以及如何教授算法;这是通过绘制CS教师的知识，能力和需求的两个领域与教学内容知识和TPACK有关，我们将能够认识到他们在教学中面临的挑战，并考虑解决这些挑战的战略和政策。

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