A Study On High School English Teachers’ TPACK

In recent years, the rapid development of digital technology brings great convenience to people’s working and life. Technology is widely used in teaching and the English curriculum standards for primary and secondary schools have new requirements for teachers’ technology ability. The integration of technology and teaching has received unprecedented attention. Technological pedagogical content knowledge (TPACK) provided a new intellectual framework for the integration. TPACK is not the simple collection of three kinds of knowledge (technology, pedagogical and content knowledge), but forms a new type of knowledge which is beyond all elements. At present, the amount of domestic researches on TPACK related to English subject is less. This study aims at investigating and analyzing the following research questions:What is English teachers’ current level of TPACK in S High School? What is the situation of English teachers’ TPACK application? And how does the environment of S High School influence English teachers’ TPACK?At the beginning of the thesis, a literature review of the origin and development of TPACK is provided. Secondly, the author investigates 21 English teachers TPACK by giving a questionnaire based on Schmidt’s TPACK scale. And then, classroom observation is carried on four teachers who are from Grade One and Grade Two respectively. Finally, depth interviews are given to those teachers.By analyzing the data from questionnaire, classroom observation and interviews, the author puts forwards the conclusion as follows:1. The current status of English teachers’ TPACK in S High School is good. Lower level of technology knowledge has bad influence on kinds of knowledge that related to technology. Although the level of teachers’ content knowledge is not high, it does not affect relevant knowledge. In addition, gender, educational level have a certain impact on TPACK.2. The application of TPACK is also satisfactory. Teachers take full advantage of all elements of TPACK in class and the feedback of students is positive.3. The equipment provided by S High School is really good, but the support for teachers is not enough. Intense competition and busy work hinder the mutual exchange and assistance between teachers and also limit the development of teachers’ TPACK.This study suggests that English teachers should develop their TPACK by improving technology knowledge and integration. Meanwhile, school should improve both internal and external conditions and give more support on teachers’TPACK development.