Psillos, D., & Paraskevas, A. (2016). Teachers’ views of technological pedagogical content knowledge: The case of compulsory education science in-service teachers.  In P. Anastasiades & N. Zaranis (Eds.), Research on e-learning and ICT in education: Technological, pedagogical and instructional perspectives(pp. 231-242). Switzerland: Springer International. Abstract retrieved from http://link.springer.com/chapter/10.1007/978-3-319-34127-9_17

Abstract: 

“This paper investigates the views of compulsory education science (PE04) teachers regarding the B-Level professional development programme (PDP) and what it offers in terms of Technological Pedagogical Content Knowledge, and their readiness to apply it in the classroom. The views of 59 teachers from 7 in-service teacher training centres were surveyed using specially developed Likert-type questionnaires, while semi-structured interviews with a sample group of 8 teachers provided supplementary in-depth data. The teachers’ views were for the most part positive for aspects of the Technological Pedagogical Content Knowledge (TPACK) model that were provided by the professional development programme, while 17–30 % reported moderate satisfaction. Their views of the skills they acquired relating to the incorporation of ICT in teaching activities were roughly similar, with certain differences. Given the limitations of the research, these results indicate, in our view, that the structure and implementation of the B-Level programme for compulsory education science teachers promote the development of teachers’ knowledge and skills and that there is still room for improvement.”