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

Full Text:

PDF

References

Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., & Zagami, J. (2016). A K-6 computational thinking curriculum framework - Implications for teacher knowledge. Educational Technology & Society, 19(3), 47-57.

Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 154-168.

Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.

Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662.

Bachy, S. (2014). Un modèle-outil pour représenter le savoir technopédagogique disciplinaire des enseignants. Revue Internationale de Pédagogie de l’Enseignement Supérieur, 30(2), 1-23.

Bachy, S. (2019). Comment se développe le savoir technopédagogique discipliniaire ? Spirale-Revue de Recherches en Éducation, 63, 125-137.

Baron, G.-L. (1989). L’informatique, discipline scolaire ? (le cas des lycées). Paris: PUF.

Baron, G.-L., & Bruillard, É. (2001). Une didactique de l’informatique ? Revue Française de Pédagogie, 135, 163-172.

Celik, I., Sahin, I., & Akturk, A. (2014). Analysis of the relations among the components of Technological Pedagogical and Content Knowledge (TPACK): A structural equation model. Journal of Educational Computing Research, 51, 1-22.

Chevallard Y. (1985). La Transposition didactique: Du savoir savant au savoir enseigné. Grenoble: La Pensée Sauvage.

Chai, C. S., Koh, J. H. L., Tsai, C.-C. (2010). Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63-73.

Computer Science Teachers Association. (2017). CSTA K-12 Computer Science Standards. Retrieved from http://www.csteachers.org/standards.

Dowek, G. (2011). Les quatre concepts de l'informatique Sciences et Technologies de l'Information et de la Communication en milieu éducatif : Analyse de pratiques et enjeux didactiques. In G.-L. Baron, E. Bruillard & V. Komis (Eds.), Actes du quatrième colloque international DIDAPRO 4 - Dida&Stic (pp. 21-29). Athens, Greece: New Technolgies Publications - Université de Patras.

Fisser, P., Voogt, J., van Braak, J., & Tondeur, J. (2015). Measuring and assessing TPACK (technological pedagogical content knowledge). In J. Spector (Ed.), The SAGE encyclopedia of educational technology (pp. 490-492). SAGE Publications, Inc.

Giannakos, M. N., Doukakis, S., Pappas, I. O., Adamopoulos, N., & Giannopoulou, P. (2015). Investigating teachers’ confidence on technological pedagogical and content knowledge: an initial validation of TPACK scales in K-12 computing education context. Journal of Computers in Education, 2, 43-59.

Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960.

Gueudet, G., Bueno-Ravel, L., Modeste, S., & Trouche, L. (2017). Curriculum in France. A national frame in transition. In D. R. Thompson, M. A. Huntley & C.

Suurtamm (Eds.), International Perspectives on Mathematics Curriculum (pp. 41-70). Research Issues in Mathematics Education series, IAP.

Hazzan, O., Ragonis, N., & Lapidot, T. (2020). Guide to teaching Computer Science: An activity-based approach. Springer International Publishing.

Ioannou, I., & Angeli, C. (2016). A framework and an instructional design model for the development of students'computational and algorithmic thinking. In Tenth Mediterranean Conference on Information Systems (MCIS) (pp. 1-7). Paphos, Cyprus.

Kaplon-Schilis, A., & Lyublinskaya, I. (2020). Analysis of relationship between five domains of TPACK framework: TK, PK, CK math, CK science, and TPACK of pre-service special education teachers. Technology, Knowledge and Learning, 25(1), 25-43.

Kartal, T., & Afacan, O. (2017). Examining Turkish pre-service science teachers' technological pedagogical content knowledge (TPACK) based on demographic variables. Journal of Turkish Science Education, 14, 1-22.

Koehler, M., & Mishra, P. (2015). TPACK (technological pedagogical content knowledge). In J. Spector (Ed.), The SAGE encyclopedia of educational technology (pp. 783-785). SAGE Publications, Inc.

Koh, J. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore preservice teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563-573.

Lavidas, K., Katsidima, A., Theodoratou, S., Komis, V., & Nikolopoulou, K. (2021). Preschool teachers’ perceptions about TPACK in Greek educational context. Journal of Computer in Education, 8(3), 395-410.

Lavidas, K., Petropoulou, A., Papadakis, S., Apostolou, Z., Komis, V., Jimoyiannis, A., & Gialamas, V. (2022). Factors affecting response rates of the Web survey with teachers. Computers, 11(9), 127.

Lebrun, M. (2005). Quand les technologies propulsent la pédagogie de l'apprentissage et la formation pédagogique des enseignants. Paper presented at Colloque « Questions de pédagogique dans l’enseignement supérieur », 1-3 juin 2005, Lille.

Lin, T. C., Tsai, C. C., Chai, C. S., & Lee, M. H. (2013). Identifying Science teachers’ perceptions of Technological Pedagogical and Content Knowledge (TPACK). Journal of Science Education and Technology, 22, 325-336.

Martinand J.-L. (1986). Connaître et transformer la matière. Des objectifs pour l’initiation aux sciences et techniques. Berne: Peter Lang.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Schiper, A. (2016). Découvrir le numérique : Une introduction à l’Informatique et aux systèmes de communication. Presses Polytechniques et Universitaires Romandes.

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Vandevelde, I., & Fluckiger, C. (2020). L'informatique prescrite à l'école primaire. Analyse de programmes, ouvrages d'enseignement et discours institutionnels. In Colloque Didapro-Didastic 8, Feb 2020, Lille, France. Retrieved from https://hal.univ-lille.fr/hal-02462385.

Webb, M. et al. (2017). Computer Science in the school curriculum: Issues and challenges. In A. Tatnall & M. Webb (Eds.), Tomorrow's learning: Involving everyone. Learning with and about technologies and computing (pp. 421-431). Springer.

Yadav, A., & Berges, M. (2019). Computer science pedagogical content knowledge: Characterizing teacher performance. ACM Transactions on Computing Education, 19(3), 1-24.


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

View Counter: Abstract | 513 | times, and PDF | 172 | times



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.

Pasithee | Library & Information Center | University of Patras