No abstract

Computer science (CS) teachers' training and profile is crucial to ensure students have access to quality computer science education (CSE). The aim of this study is to examine the profile of CS teachers in Greece and map it using the technique of persona. This study examines a national sample of 636 CS teachers who teach algorithms and programing in upper secondary education. The building of the persona is based on teachers' abilities and needs regarding the central aspects of their knowledge with respect to three key domains as described by the technological, pedagogical, and content knowledge (TPACK) framework. According to the results, teachers attain relatively high scores on the TPACK subscales, however they state that there is an area for improvement in their Technology Knowledge and the intersection between content, pedagogical, and technological knowledge. In addition, teachers feel that they need further training on how to incorporate technology in their teaching as well as how to teach algorithms; which are two areas that relate to pedagogical content knowledge and TPACK. By mapping the knowledge, abilities, and needs of CS teachers, we will be able to recognize the challenges they face during teaching and consider strategies and policies for addressing these challenges.

Computer Science (CS) teachers' training and profile is crucial to ensure students have access to quality Computer Science Education (CSE). The aim of this study is to examine the profile of CS teachers in Greece and map it using the technique of persona. This study examines a national sample of 1127 CS teachers who teach algorithms and programming in upper secondary education. The building of the persona is based on teachers' abilities and needs regarding the central aspects of their knowledge in respect to three key domains in the Technological, Pedagogical, and Content Knowledge (TPACK) framework. According to the results in the TPACK subscales, teachers' state that their Content Knowledge scales is sufficient and Pedagogical, ContentKnowledge needs to be improved on. In addition, teachers feel that they need further training in how to incorporate technology in their teaching as well as how to teach algorithms; which are two areas that relate to Pedagogical Content Knowledge and TPACK. By mapping the knowledge, abilities and needs of CS teachers, we will be able to recognize the challenges they face during teaching and consider strategies and policies for addressing these challenges.