Connaissances du contenu et connaissances technologiques des enseignants en Informatique en milieu francophone

VASSILIS KOMIS, SYLVIANE BACHY, OLIVIER GOLETTI, GABRIEL PARRIAUX, MARYNA RAFALSKA, KONSTANTINOS LAVIDAS

Abstract

In this article, following the TPACK framework, we study the content and technological knowledge of teachers who teach or are preparing to teach computer science in a francophone environment. The content knowledge is organised around the five main domains of computer science (algorithms, languages and programming, machines and networks, data representation, and computer science and society). Technological knowledge is studied based on current programming languages and educational programming languages. We administered a questionnaire around these questions and collected and analysed 339 valid responses. Through a multiple correspondence analysis (MCA) we find that the knowledge declared by the teachers is varied. They are mainly organised in four groups (from poorly structured knowledge to complete knowledge) and follow a hierarchy depending on the content and technological context.

Keywords

Computer Science, teaching, disciplinary knowledge, technological knowledge, teacher training, TPACK

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References

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DOI: https://doi.org/10.26220/rev.4080

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Re S M ICT E | ISSN: 1792-3999 (electronic), 1791-261X (print) | Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras.

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