Computer science teachers' in-service training needs and their technological pedagogical content knowledge

dc.contributor.author	Δουκάκης, Σπύρος	el
dc.contributor.author	Κοιλιάς, Χρήστος	el
dc.contributor.author	Αδαμόπουλος, Νίκος	el
dc.contributor.author	Γιαννοπούλου, Παναγιώτα	el
dc.date.accessioned	2015-06-06T18:13:51Z
dc.date.available	2015-06-06T18:13:51Z
dc.date.issued	2015-06-06
dc.identifier.uri	http://hdl.handle.net/11400/15356
dc.rights	Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ηνωμένες Πολιτείες	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/us/	*
dc.source	http://link.springer.com	el
dc.subject	Algorithms
dc.subject	Training needs
dc.subject	In-service teachers
dc.subject	Αλγόριθμοι
dc.subject	Εκπαιδευτικές ανάγκες
dc.subject	Δάσκαλοι εν υπηρεσία
dc.title	Computer science teachers' in-service training needs and their technological pedagogical content knowledge	en
heal.type	journalArticle
heal.classification	Technology
heal.classification	Computer science
heal.classification	Τεχνολογία
heal.classification	Πληροφορική
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh85133147
heal.classificationURI	http://skos.um.es/unescothes/C00750
heal.classificationURI	N/A-Τεχνολογία
heal.classificationURI	N/A-Πληροφορική
heal.identifier.secondary	DOI: 10.1007/978-3-642-35879-1_36
heal.language	en
heal.access	campus
heal.publicationDate	2013
heal.bibliographicCitation	Doukakis, S., Koilias, C., Adamopoulos, N. and Giannopoulou, P. (2013) Computer science teachers' in-service training needs and their technological pedagogical content knowledge. "Communications in Computer and Information Science", 278, p.311-316	en
heal.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.	en
heal.publisher	Springer	en
heal.journalName	Communications in Computer and Information Science	en
heal.journalType	peer-reviewed
heal.fullTextAvailability	true