Investigation On TPACK Of Pre-service And In-service Mathematics Teachers And Comparative Study

In contemporary society of the education informationization,with the populaiza--tion of information technology,for the main force of school education,the teacher,how to increasingly integrate information technology and subject teaching? Koehler and Mishra come up with the solution: teachers must obtain and develop the Technology Pedagogy and Content Knowledge(TPACK).Koehler and Mishra put forward that the structural model of the TPACK blends with the technology knowledge on the basis of the Pedagogical Content Knowledge(TPACK),they believe,in order to achieve the effective integration technology and the specific subject matter,the teachers in addition to have the Technology Knowledge(TK),Pedagogical knowledge(PK)and Content Knowledge(CK),also more need to form the four categories of these three compound knowledge,in other words,it is also to say the Pedagogical Content Knowledge(PCK),the Technological Content Knowledge(TCK),the Technological Pedagogical Knowledge(TPK),the Technology Pedagogy and Content Knowledge(TPACK).It is the knowledge basis of an effective teaching that teachers take advantage of the advanced technology under the background of information technology,which is the core of contemporary teachers' professional knowledge structure.This study summaries the literature and theory of TPACK and references for the authority of the questionnaire,compiling two sets of questionnaire about the TPACK level of the mathematics teachers,besides the pre-services,the in-services also involved.The questionnaire makes full use of 202 pre-service mathematics teachers and198 in-service mathematics teacher in Si Chuan and Chong Qing'middle schools for theinvestigation.What's more,the study also investigates the TPACK levels of the pre-service mathematics teachers and the in-service mathematics teachers in the present situation,then carries on the comparison to its present situation.This study found that:(1)For the questionnaire of the pre-service mathematics teachers and in-service teachers of mathematics TPACK scale,which is generally great and has a higher validity.(2)From the overall level of the TPACK,the overall level of in-service teachers of mathematics who master the TPACK exceeds the pre-service teachers of mathematics.,which both are on a low level,remaining to be improved.(3)For the constitute characteristics from seven dimensions about the TPACK,pre-service teachers of mathematics and in-service teachers are different,pre-service mathematics teachers are lack of multidimensional compound knowledge(TCK,PCK,TPK,TPCK),in-service mathematics teachers are lack of knowledge containing T(TPK,TCK,TPCK,TK).(4)From the specific comparison about seven dimensions of TPACK,pre-service mathematics teachers except those who are good at the Technology Knowledge(TK)are slightly higher than the in-service teachers of mathematics,but other intellectual levels like CK,PK,PCK,TPK,TCK and TPCK are significantly lower than the in-service teachers of mathematics.(5)The pre-service mathematics teachers of TPACK exist differences in gender,and whether to participate in the teaching practice,the TPACK effect is remarkable.(6)The in-service mathematics teachers in TPACK also have gender differences,for the in-service mathematics teachers in different teaching age,there are significant distinct in TPACK multiple dimensions,professor at different stages(primary school,junior high school,senior high school)also have the TPACK differences.According to the present situation of research,I set forth some Suggestions on the following research:(1)For mathematics teachers,it is important to combine the information technology training with the mathematics.(2)To strengthen the conscious reflection for mathematics teachers embarking on teaching with the information technology.(3)Taking effective measures to set up the s courses in teaching practice for pre-service teachers of mathematics as soon as possible.(4)Paying attention to the training ways under the different background of teachers' training.(5)Actively establishing the interactive communication platform in the Internet.