| Highly specialized knowledge is an important foundation for teachers to be competent in teaching and achieve precise learning for students in a smart educational environment.With the digital transformation in education,teachers face the urgent need to transform their knowledge structures.Teachers’ internal knowledge is the base of their practice and further development.Therefore,the construction of professional teachers must pay attention to and reflect on their internal knowledge construction,especially their Pedagogical Content Knowledge(PCK).Teachers need to integrate educational data into their traditional knowledge structures to form an integrated knowledge system for smart educational environments.Based on this concept,this research uses Teacher Professional Development,Technological Pedagogical Content Knowledge(TPACK),Evidence-based Education and Field Theory as theoretical foundations.It discusses teachers’ supposed and actual knowledge in smart educational environments.It also investigates a data-integrated TPACK: TPDCK from the perspectives of teacher mental constructions and practice in smart educational environments.The findings are as follows.(1)TPDCK is an important path for ordinary teachers to transform into excellent teachers under smart educational environment.Based on a comprehensive review of teacher knowledge research,this study explored the construction of TPDCK,teachers’ PCK embedded with data knowledge in smart educational environments.Through four hypotheses formed by the ORID focus group and a revised TPDCK framework,and based on two rounds of Delphi expert consultation,a knowledge structure consisting of five types of knowledge integration was finally formed: Technological Knowledge(TK),Content Knowledge(CK),Pedagogical Knowledge(PK),Data Knowledge(DK)and Smart Educational Context Knowledge(SECK).The basic elements,data elements,situational elements and specific components of this new teacher knowledge framework are also emphasized and discussed.Research shows that integrative teacher knowledge is the "missing paradigm" to promote the transformation of ordinary teachers into excellent teachers.It is also an important perspective to realize the improvement of teachers’ professional knowledge and skills in smart educational environments.(2)Teacher knowledge in teachers’ mental constructions is relatively complex,and TPDCK knowledge may show an increasing and then decreasing developmental trend.At the mental construction level,this research explored teachers’ actual knowledge structures through questionnaires and various analysis methods.A systematic analysis of 696 questionnaires found that the TPDCK system in teachers’ mental constructions is relatively complex with many influencing factors.However,compared to subjects,teacher knowledge shows higher levels in mature teachers aged30 to 40,while decreasing in teachers over 50 with longer teaching experience.It is more valuable to focus on developing teachers’ knowledge under teaching certifications than on subjects.There are significant correlations and interactions between teachers’ different knowledge types.Multiple regression analysis results show that strengthening the correlations between teachers’ knowledge,especially promoting Technological Pedagogical Content Knowledge(TPCK),is an effective way to develop TPDCK.(3)Teachers’ knowledge in practice is closely related to data preparation,educational data use,and Evidence-based Teaching abilities.At the practice level,this research explores teachers’ knowledge in the practice field through mixed research methods.First,teacher knowledge development relies on educational practice contexts,especially adequate education data preparation.Second,teachers’ data use focuses can be interpreted using the 5A paradigm of Evidence-based Teaching,forming a typical smart teaching model supported by educational data.Finally,teachers’ knowledge development and abilities are closely related.Teachers in higher groups performed significantly better than those in middle or low groups in connecting ability elements like questioning,obtaining evidence,evaluating evidence,applying integration,and evaluating teaching.(4)There is a gradual development path with constant changes in teachers’ knowledge development in smart educational environments.After analysis,the research found that there is a gradual and constantly changing path structure for the development of TPDCK knowledge among teachers in smart educational environment.The research found that teachers’ knowledge development follows three processes and five stages.There is a vertical development path for teacher knowledge,from knowledge under traditional,information,and smart educational environments.Based on this,the importance of knowledge integration at different stages and across stages(i.e.leapfrogging)is emphasized.Meanwhile,this research proposes suggestions for developing teachers’ knowledge in smart educational environments across four levels: individual teachers,school district management,institutional guidance,and ethical awareness.Smart teaching and smart learning constitute the inner dimension of individual teacher development.The other three dimensions provide environmental support,institutional guidance and regulatory criteria for teachers’ knowledge development at the external level.The innovations of this research are:(1).It enriches and expands the theoretical system of teachers’ PCK research in smart educational environments,namely the data-integrated TPACK: TPDCK framework.(2).It proposes a gradual development path with constant changes in teachers’ knowledge structure development,providing a reliable basis for clarifying teachers’ knowledge development processes and promoting leapfrog development.(3).The findings help promote teachers’ understanding of their knowledge structures and optimization of missing or insufficient knowledge components.(4).It also provides evidence to support evaluating teacher team construction quality for pre-and in-service teacher training,curriculum development,and smart teaching demonstration assessments. |
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