A Study On The Self-efficacy Of Novice Middle School English Teachers From The Perspective Of TPAC

With the rapid development of education informatization,the Technological Pedagogical Content Knowledge(TPACK)framework has gradually matured,providing scientific ideas and guidance for teachers to integrate technology into teaching.Self-efficacy,as an internal factor affecting TPACK,has attracted the attention of the academic community and obtained abundant research results.Teachers’ self-efficacy is the internal driving force for their self-development,and the self-efficacy of integrated technology will have a certain impact on the teaching practice of integrated technology.In this field,there are few studies targeting novice secondary English teachers,and considering the lack of an English language environment in China and the specificity of the English subject,which requires the use of technology in teaching to create teaching situations that are more relevant to language standards.Therefore,this study takes TPACK as the theoretical basis to explore the integrated technology self-efficacy of novice English teachers in secondary school.This study mainly used the literature research method and questionnaire survey method to investigate the current situation of TPACK level and integration technology self-efficacy,the correlation between TPACK and integration technology self-efficacy,and the factors affecting TPACK level and integration self-efficacy among 109 novice secondary school English teachers.By using descriptive analysis,correlation analysis,and regression analysis to process the data,the research conclusions are as follows:(1)The TPACK of novice secondary English teachers is at a medium to a high level,and the level of each dimension is ranked as follows: TPK > TCK > CK > PCK > PK = TPACK >TK.The self-efficacy of integration technology is also at a medium and high level.The level of each dimension is ranked as follows: EOE >STC > ST> SOE> SS.(2)There is a significant positive and very strong correlation between TPACK and self-efficacy of integration techniques for novice secondary English teachers and an increase in the level of one of the two would also promote an increase in the level of the other.Among them,ST is strongly correlated with TPACK,TCK,TPK,PCK,and PK.SS is strongly correlated with TPK,TPACK,TCK,PK,and PCK.STC is strongly correlated with TCK,TPACK,PK,TPK,and TCK.(3)There is mutual influence and promotion between the self-efficacy of integrating technology and the TPACK level of novice English teaching in secondary school.The results indicate that knowing the integration technology self-efficacy of novice secondary English teachers can effectively predict their TPACK levels.Compared with other dimensions,ST,SS,and EOE have more significant effects on TPACK levels.The results also indicate that knowing the TPACK levels of novice secondary English teachers can effectively predict their self-efficacy in integrating technology,and TCK,PK,and TPACK have more significant effects on the self-efficacy of integrated technology.To this end,this study puts forward some suggestions for reference from three aspects:improving the level of TK,TPACK,and self-efficacy of integrating technology.For example,teachers should establish a correct understanding of technology,learn related software by themselves,expand the channels of technological update information,and record micro-lessons.The school should create a good technology use environment,build a TPACK-based curriculum practice community,TPACK peer mutual assistance communication platform,etc.