Development Of TPACK Of College Facutly In The Context Of MOOC Teaching

Technological Pedagogical Content Knowledge(TPACK)refers to teachers'understanding of the interaction among content knowledge,pedagogical knowledge and technology knowledge,and is considered as the knowledge base for teachers to integrate the teaching with technology in 21^stcentury.MOOC teaching and online teaching in COVID-19 Outbreak provides an opportunity for university teachers to integrate technology knowledge,pedagogical knowledge and content knowledge in practice,as well as to develop TPACK.However,few studies focus on the development of TPACK in teaching practice,especially in the situation of the application of new technologies such as MOOC.This study aims to explore the development of TPACK in the MOOC teaching context based on teachers'practical knowledge,PCK(Pedagogical Content Knowledge),and TPACK.This study adopts the qualitative research.Firstly,20teachers from different types of universities,different majors and different ages are interviewed to understand the context of TPACK development.Then three of the influential English teachers in the field of MOOC teaching are selected to carry out case study to deeply explore the teachers'TPACK development.More date are collected by the use of observation and searching relevant materials and are analyzed by the methods of continuous comparison and content analysis.The results show that the MOOC teaching promotes the teachers'TPACK development.Specifically,the development of TPACK elements related to technology is obvious.The development of TPACK components such as teaching strategies and evaluation knowledge of integrated technology is also obvious.The knowledge of students and the understanding of the role of curriculum objectives can drive the development of other TPACK components and the interplay among them.Overarching conception of teaching the subject with ICT and other components form a holistic view of TPACK.The path of TPACK development of university teachers constructed by this study shows the complexity and diversity of TPACK in the new technology context.Three case teachers represent the development of TPACK driven by three core drivers:demand,design and transfer.Driven by the core driving factors,the case teachers show their subjectivity,overcome various obstacles,actively adopt various ways such as training,teamwork,teaching reflection and research,learning analysis,application of MOOC in blended teaching,and actively integrate all kinds of knowledge and develop TPACK.This research will help university teachers creatively integrate new technology and subject teaching,improve teaching quality,and promote their own and students'growth and development,and help university managers to provide more appropriate support for the professional development of teachers in the era of informatization,intelligence and lifelong learning.At the practical level,this study explores the practical knowledge that college teachers construct in the process of MOOC teaching.At the theoretical level,it integrated two research paths of TPACK to comprehensively and deeply understands TPACK,promotes the deep integration of technology and subject teaching,and reveals the complexity and diversity of the development of TPACK for college teachers.This study suggests that we should go beyond the development of explicit TPACK elements such as instructional strategies and assessment,promote the development of various TPACK components and their relationships,form the strategic thinking of TPACK.In addition,it's worth constructing the learning culture of symbiotic development of teachers and students with technical support,give full play to the subjectivity of university teachers,and provide professional support such as TPK,instructional design,scholarship of teaching and teaching management for university teachers.