Programming: Teachers and pedagogical content knowledge in the netherlands
Programming: Teachers and pedagogical content knowledge in the netherlands
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编程：荷兰的教师和教学内容知识
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Bert Zwaneveld
中科院分区：
文献类型：
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作者：
Mara Saeli;J. Perrenet;W. Jochems;Bert Zwaneveld
在本文中，我们报告了一项评估荷兰教师教学内容知识（PCK）的研究，特别关注编程作为中学信息学教育的主题。对于这项研究，我们开发了一种在线研究工具：在线教师 PCK 分析仪 (OTPA)。结果显示，荷兰教师的PCK得分介于低到中等之间。我们还通过将本研究的结果与之前评估教科书PCK的结果进行比较，询问教师的PCK与其使用的教科书之间是否存在任何关系。结果表明，不存在很强的相关性。最后，我们寻找教师的 PCK 与其教育背景之间的趋势，因为大多数荷兰教师的背景与信息学不同。结果表明，在这种情况下也没有很强的关系。
In this article we report about a study to assess Dutch teachers’ Pedagogical Content Knowledge (PCK), with special focus on programming as a topic in secondary school Informatics education. For this research, we developed an online research instrument: the Online Teacher PCK Analyser (OTPA). The results show that Dutch teachers’ PCK scores between low and medium. Also we enquired whether there is any relation between teachers’ PCK and the textbooks they use by comparing the results of this study with those of a previous one in which the PCK of textbooks was assessed. The results show that there is no strong relation. Finally, we looked for trends between teachers’ PCK and their educational backgrounds, as most of the Dutch teachers have a different background than Informatics. The results show that also in this case there is no strong relation.