A Study On The Model Construction Of TPACK Influence Factors

The new realities of the global, knowledge-based economy in the21stcentury result in aworldwide comprehensive national power competition, in which more importance is attachedto economy, technology, and ultimately talented people, so education and educators arebecoming now increasingly crucial. Therefore, the National Medium-and Long-Term Plan forEducation Reform and Development (2010-2020) advocates the professionalization ofteachers, for which a set of sophisticated system of teachers' professional knowledge iseagerly needed. TPACK is a desirable set of professional knowledge system which can meetthe great demand of teachers' professional development in the information technology era,and researchers from all over the world are making substantial research effort on it recently.With the deepening of the research, more and more researchers found that TPACK, as a kindof new knowledge involving various conditions and factors, should be mastered and appliedwith many external factors including society, culture, psychology, etc. Therefore, futuredirections of research and studies should include how to define TPACK's influence factorsand what is the relationship between these factors and the components of TPACK.In this dissertation, firstly, through collecting and analyzing the research literature ofteachers' professional development, knowledge structure, and influence factors of TPACK,four influence factors of teachers' professional knowledge acquisition and application areobtained. Then, a test scale of TPACK's influence factors is designed according to the fourinfluence factors to test the selected testees, and through the collection and analysis of testdata, the influence factors can be classified into: government policy, school, human factor,teachers' training, professional development, motive and self-efficacy. Based on those sevenfactors, a TPACK influence factor model can be constructed through SEM (StructureEquation Modeling) by model construction hypothesis, fitting degree evaluation, and modelrevision. Finally, the relationship between the influence factors and TPACK components isanalyzed through correlation analysis and regression analysis to further develop the influencefactor model, and suggestions for future education are also put forward basing on the researchfindings.The research findings of this dissertation can, theoretically, further develop the theoreticalframework of TPACK, which is an important theoretical part of subject-oriented teachers'educational technology system, and, practically, improve the traditional training mode of teachers'educational technology capacity, ensuring its effective acquisition and transference.