A Study On The Professional Skills Development Of High School English Teachers Based On TPACK Framework

The professional skills of high school English teachers determine the quality of English subject education and teaching and the level of English competence of high school students.The new educational situation in the new era has put forward new requirements for teachers’ professional skills.Teachers should have solid subject knowledge,rich teaching knowledge,modern educational technology knowledge and the ability to integrate them organically,which can contribute better to subject teaching and talent training.Therefore,the research questions of this thesis are as below:(1)What is the current level of TPACK of high school English teachers? What is the relevance among the dimensions in TPACK structure of high school English teachers?(2)What are the expectations of the students for teachers’ TPACK ability?What is the impact of teachers’ TPACK level on students’ academic performance?(3)What are the factors that influence the development of teachers’ professional skills under the framework of TPACK?This study first took 42 high school English teachers from a high school in T County as the research subjects,and from the seven dimensions of CK,PK,TK,PCK,TCK,TPK and TPACK,the present situation of teachers’ TPACK ability was investigated by questionnaire survey.Then,260 students were taken as research subjects,and questionnaires from seven dimensions: CK,PK,TK,PCK,TCK,TPK and TPACK were used to investigate students’ expectations on TPACK ability of high school English teachers.And through the comparison of students’ entrance results and final results one year later,the influence of teachers’ TPACK level on students’ academic results was analyzed.Finally,classroom observation and interview methods were used to explore the factors that affect teachers’ TPACK ability.This study carried out a survey of TPACK development of a high school English teacher in T County with a combination of qualitative and quantitative research methods,and obtained the following research results: Firstly,the overall TPACK ability of the high school English teacher in T County is at the medium level,with large room for improvement.The level of each dimension from low to high is TPACK<TCK<TK<TPK<PCK<CK<PK,among which the level of PK,CK and PCK are significantly higher than that of other technology-related dimensions,and PK scores are the highest.The lowest average score is TPACK.In the technical dimension,the average values of TK,TCK,TPK and TPACK are all lower than those of the three non-technical related dimensions: CK,PK and PCK.Secondly,Among the seven dimensions of TPACK ability structure of high school English teachers,PCK,TCK,TPK and TPACK are positively correlated.The three basic elements of TPACK,CK and PK are strongly correlated with other conforming elements,PCK and TCK are strongly correlated with TPK,and TK is strongly correlated with compound elements,PCK and TCK.This provides a basis for the pertinence and effectiveness of the subsequent TPACK training.Thirdly,students have high expectations on the TPACK ability of high school English teachers.The results of questionnaire show that PC,PCK and TCK are all higher than the overall average score statistics,which indicates that students have higher expectations on the technological ability and knowledge integration ability of high school English teachers.Fourthly,high school English teachers’ TPACK ability has a great impact on students’ academic performance.SPSS 25.0 statistical software is used to conduct T test on the scores of the two groups.The results indicate that the average English score of students in the class taught by teachers with high TPACK level is obviously higher than that of students in the class taught by teachers with low TPACK level.Finally,the results of classroom observation and structural interview analysis,demonstrate that self-awareness,learning desire,training methods and evaluation system have impacts on the TPACK ability of high school English teachers.Based on the above research results,this study proposes to improve the professional skills development of high school English teachers from three aspects:training English teachers’ TPACK self-construction consciousness,strengthening the pertinence and effectiveness of TPACK training,and building a TPACK learning community for English teachers.