A Research On Influence Factors Of Pre-service Teachers’ Technology Adopting Teaching Behavior

As one of the most important tasks of education development, education informationalization has got increasing attention all over the world since 1990 s. The famous “the question of Jobs”told us, however, despite decades of development, information technology still does not play a proper role in education as expected, even though the fundamental equipment construction and instructional resources have been completed, relevant teaching method and ideological context have been basically formed.In such a case, teachers’ unwillingness to accept and apply the existing information technology is the most important factor which can hinder information technology’s performance in education. Therefore, exploring reasons why teachers don’t want to use information technology for instruction is a good way to solve education informatization puzzles behind “the question of Jobs”.To explore reasons mentioned above, it requires an in-depth analysis of the psychology decision process of teacher’s technology adopting teaching behavior. Because when new information technology diffuses to the traditional education system, the “innovation” attributes of information technology makes teacher go through a complicated psychology decision process to adopt technology in their teaching.To be specific, this study takes pre-service teachers, who are going to be new force of teaching, as the research object. It adopts mixed methods combining qualitative-oriented case study and quantitative-oriented empirical research, to explore factors that influence pre-service teachers’ technology adopting teaching behavior in educational practice. Specific research work is mainly reflected in the following aspects:1. Construction of research theoretical framework. Based on the five-stage Innovation-Decision Process model, Technology Acceptance related models, and Technological Pedagogical Content Knowledge theory, the “Model of Pre-service Teachers’ Technology Adopting Teaching Behavior” is built. And the research theoretical framework is also put forward based on the process model.2. Construction of pre-service teachers’ technology adopting teaching knowledge evaluation index. Mastering technology adopting teaching knowledge is the beginning of forming process of pre-service teachers’ technology adopting teaching behavior, and this kind of knowledge is the same with structured TPACK. According to Technological Pedagogical Content Knowledge theory, the evaluation of the structured TPACK should be based on the knowledge structure of itself. Therefore this study, firstly, tests the level of seven types of knowledge in TPACK structure with a questionnaire, and builds path analysis model(PA-OV) to investigate the structural and quantitative relationship among these kinds of knowledge. And then, based on the TPACK PA-OV model, a pre-service teachers’ technology adopting teaching knowledge evaluation index is put forward to evaluate the knowledge level of the research objects. Finally, according to the knowledge evaluation results, all the research objects are divided into three groups, from which objects for the case study are chosen.3. Case study on pre-service teachers’ technology adopting teaching behavior influence factors. Due to the uncertainty of teachers’ teaching behavior and teaching context, pre-service teachers’ technology adopting teaching behavior influence factors study should be based on understanding teachers’ decision-making process and carried out in teaching environment. Thus, qualitative-oriented case study is adopted to find out the specific meaning for every factor that influences pre-service teachers’ technology adopting teaching behavior and the structural relationship among these influence factors. Qualitative date collection methods are observation and semi-structure interview. And the data analysis process is based on grounded theory.4. Empirical study on pre-service teachers’ technology adopting teaching behavior influence factors. Although the research design of the case study can mainly guarantee the reliability and validity of the conclusions, generalizability of them should be tested. In addition, the case study can only explain the qualitative relationship among these factors. Thus, the quantitative-oriented empirical study is used too. In the empirical study, firstly, “Theory Model of Pre-service Teachers’ Technology Adopting Teaching Behavior Influence Factors” is built based on the results of case study. Then, according to the theory model, a good reliability and validity questionnaire is designed to test the research objects. As to the data analysis method, both PLS-SEM and CB-SEM are used to investigate the structural and quantitative relationship among variables in the model. PLS-SEM is used to modify the theory model, and CB-SEM is used to confirm the modified model. Finally, according the CB-SEM analysis results, pre-service teachers’ technology adopting teaching behavior influence factors and the structural and quantitative relationship among the factors are obtained.5. Research conclusion. The research conclusion is summarized by combining the results of case study and empirical study. And three intervention strategies for promoting pre-service teachers technology adopting teaching behavior are put forward, including creating a reasonable atmosphere, setting up reasonable courses, and providing adequate practice opportunities.The findings of this study can further develop the teacher education technology theory, technology acceptance model and innovation diffusion theory, and, practically, helpful to solve education informationalization puzzles behind “the question of Jobs”.