English Teachers’ Technological Pedagogical Content Knowledge(TPACK) And Their Self-Efficacy Of Technology Integration In High School Context

In recent years, many researchers have paid great attention to the integration of technology and teaching.TPACK provides a knowledge framework for teachers to integrate technology into teaching; self-efficacy oftechnology integration influences the development of TPACK. At present, there are only little research aboutTPACK and English in China, so this thesis aims to present the high school English teachers’ TPACK, theEnglish teachers’ self-efficacy of technology integration and the relationship between English teachers’ TPACKand their self-efficacy of technology integration. It is hoped to provide support to English teachers’ professionaldevelopment and in-service teachers’ training.At first, this study reviews the literature about TPACK and self-efficacy, and then introduces thedevelopment of TPACK and the social cognitive theory to construct the theoretical framework. Based on thesurveys of Schmidt et al.(2009), Niederhauser D.S and Perkmen (2008), this study formed TPACK Scale andSelf-efficacy of technology integration Scale. The reliability and validity were confirmed by factor analysis,principle components analysis and Cronbach alpha analysis.150participants were invited to take part in thesurveys, descriptive statistics were used to present the English teachers’ TPACK and their self-efficacy oftechnology integration, Pearson correlation and multiple regression were used to present the relationship.The conclusions are:(1) Among the seven parts, the English teachers’ level of PK is the highest one, and thelevel of TK is the poorest one. As the core of the TPACK, the level of TK influences the level of TPACK greatly.Furthermore, English teachers’ educational background influences their level of TK and PK.(2) The English teachershave high self-efficacy of technology integration. The highest one is the English teachers’ self-efficacy abouttechnology selection, and the lowest one is their self-efficacy about helping students learning. The teachers areconfident about their ability to use technology in the classroom and the necessary knowledge about using technology;however, they are still not sure about their technology integration ability of helping students.(3) English teachers’TPACK level is significantly related with their self-efficacy of technology integration. If the teachers have highself-efficacy, they integrate technology actively, which will promote the development of TPACK.Finally, this thesis suggests that the development of TPACK could be realized through the improvement ofthe teachers’ self-efficacy of technology, and the teachers’ training and professional development could focus onthe improvement of self-efficacy of technology.