| Summary: | 碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 106 === Pedagogical content knowledge (PCK) is essential for every teacher. The concept of PCK refers to teachers’ interpretations and transformations of content knowledge, understanding of learning difficulties and prior knowledge of students. Few studies to date have focused on the PCK of computing teachers.
This study developed a self-evaluated questionnaire of PCK for computing teachers. The questionnaire was designed with six dimensions to investigated the status of the secondary school computing teachers’ PCK, including: (I) knowledge of curriculum, (II) knowledge of learners and their background, (III) knowledge of subject matter, (IV) knowledge of instructional methods and context, (V) programming and computational thinking, (VI) knowledge of evaluation. We also collected demographic data of the surveyed teachers to analyze factors that might affect teachers’ PCK.
In this study, 75 of secondary school teachers responded, 51 sets are valid returns. The results showed that, overall, teachers considered themselves competent in teaching the new curriculum. With respect to the PCK in "programming and computational thinking", “the instructional strategies and methods of programming ” and “jointly with other learning area on teaching computational thinking” are the theme of in-service teacher education for relevant agencies planned to improve the profession of teaching. The study also finds that teachers’ PCK varied with such factors as major, certificated school types of teacher education program, grade of students and location of school in Taiwan. Future studies are suggested to increase the sample size and add different types of qualitative data to examine what degree the computing teachers’ competencies of PCK.
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