Abstract
Our research focuses on Greek science teachers’ practices in terms of TPACK before and after being trained by B’ level professional development program. Our goal is to present the outcomes of B’ level and show whether science teachers change their teaching through this program. Our analyzed data have been collected via class observations and respective interviews after the completion of the program. Class observations helped to check if science teachers were actually implementing ICT in their teaching and observe the way they accomplish this implementation and interviews aimed to provide insights in science teachers’ practices and clarify any misunderstandings created during class observations. Class observations indicated that although science teachers were trained to use a plethora of tools and software, they usually use only those that they find more suitable for their teaching and design complete scenarios using these tools. Moreover, even though science teachers know how to design a teaching scenario and acknowledge its importance, prefer not to have a written scenario.
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Samanta, A., Psillos, D. (2019). Science Teachers’ Practices Following Professional Development. In: Tsitouridou, M., A. Diniz, J., Mikropoulos, T. (eds) Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2018. Communications in Computer and Information Science, vol 993. Springer, Cham. https://doi.org/10.1007/978-3-030-20954-4_36
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