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This study investigates the Technological Pedagogical Content Knowledge (TPACK) of 1032 in-service computer science teachers in Greece, focusing on their confidence in technology, pedagogy, and content knowledge. Results show high ratings for content and technology knowledge, but lower confidence in pedagogical content knowledge. The findings highlight the need for improved pedagogical training to better integrate technology in teaching algorithms and programming in secondary education.

Author

mohaddesehamininia

Language

EN