[论文解读] Measuring the technological pedagogical content knowledge (TPACK) of in-service teachers of computer science who teach algorithms and programming in upper secondary education

Spyridon Doukakis, Alexandra Psaltidou+4 more|arXiv (Cornell University)|May 17, 2021

Teaching and Learning Programming参考文献 17被引用 25

一句话总结

该论文评估国家样本的 1,032 名在职计算机科学教师，以在 Mishra & Koehler 框架内使用 Schmidt 等人工具，测量他们在技术、教学法、内容以及它们的交叉领域的 TPACK。

ABSTRACT

Based on the Technological Pedagogical and Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) and the Schmidt et al. (2009) instrument which explore TPACK, this study examines a national sample of 1032 secondary teachers of computer science and measures their knowledge with respect to technology, pedagogy, content knowledge and the combination of each of these areas. Findings indicate that content knowledge and technology knowledge rating are high (average 4.38 and 4.16 respectively) and it seems that secondary teachers are less confident with their pedagogical content knowledge and their technological content knowledge (average 3.51 and 3.68 respectively).

研究动机与目标

• 激发理解在职 CS 教师在高中阶段的 TPACK 的必要性。
• 衡量教师在技术、教学法、内容及其组合方面的知识。
• 为国家样本中的 TPACK 组成部分提供实证基准。

提出的方法

• 基于 Mishra & Koehler 的 TPACK 框架。
• 使用 Schmidt 等人的工具来探查 TPACK 维度。
• 分析来自国家样本的 1,032 名中学 CS 教师的回答。
• 计算 Content Knowledge (CK)、Technology Knowledge (TK)、Pedagogical Knowledge (PK) 及它们的交叉领域的平均分（如 TPK、TCK、TPACK）。
• 报告每个知识领域的描述性统计。

实验结果

研究问题

• RQ1 在职 CS 教师中 CK、PK、TK 及它们的交叉领域（TCK、TPK、TPACK）的水平如何？
• RQ2 教师是否在内容知识和技术知识方面高于教学知识或其他交叉知识领域？

主要发现

• Content Knowledge (CK) average = 4.38.
• Technology Knowledge (TK) average = 4.16.
• Pedagogical Knowledge (PK) average = 3.51.
• Technological Content Knowledge (TCK) average = 3.68.
• Pedagogical Content Knowledge (PK) not explicitly quantified in the abstract beyond CK and TK reporting.
• Overall, teachers are highest in CK and TK, with comparatively lower PK and TCK/TPACK-related knowledge.