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

**Authors:** Spyridon Doukakis, Alexandra Psaltidou, Athena Stavraki, Nikos Adamopoulos, Panagiotis Tsiotakis, Stathis Stergou  
**arXiv:** [2105.09252](https://arxiv.org/abs/2105.09252)  
**Date:** 2021-05-17  
**Summary page:** https://www.summarizepaper.com/en/paper/2105.09252v1/

## Key points

- Study examines the Technological Pedagogical Content Knowledge (TPACK) of 1032 secondary teachers of computer science in Greece
- Utilizes TPACK framework and survey instrument developed by Schmidt et al.
- Teachers have high levels of content knowledge and technology knowledge
- Less confident in their pedagogical content knowledge and technological content knowledge
- Participants completed a questionnaire related to the subject matter (ADPE)
- Questionnaire administered between November 2009 and January 2010
- Sample consists of teachers from all regions of Greece
- 74% of participants were teaching ADPE in the current school year
- Study provides insights into TPACK levels among computer science teachers in Greece

## Summary

This study examines the Technological Pedagogical Content Knowledge (TPACK) of 1032 secondary teachers of computer science in Greece who teach algorithms and programming in upper secondary education. The study utilizes the Technological Pedagogical and Content Knowledge (TPACK) framework and a survey instrument developed by Schmidt et al. to measure the teachers' knowledge in technology, pedagogy, content, and their combination. The findings reveal that the teachers have high levels of content knowledge and technology knowledge, with average ratings of 4.38 and 4.16 respectively. However, they seem to be less confident in their pedagogical content knowledge and technological content knowledge, with average ratings of 3.51 and 3.68 respectively. In addition to the survey instrument, participants also completed a questionnaire with 196 questions specifically related to the subject matter (ADPE). These answers were evaluated for this study. The questionnaire was administered between November 2009 and January 2010 when teachers were halfway through the curriculum having covered all basic algorithmic components. The sample consists of teachers from all regions of Greece which is representative of the population of educators teaching Computer Science at the upper secondary level. Furthermore, 74% of participants were teaching ADPE in the current school year. Overall, this study provides insights into TPACK levels among computer science teachers in Greece highlighting areas where they may need further support or professional development to enhance their pedagogical content knowledge and technological content knowledge.