A Study On The Pre-service IT Teacher’s Specialist Knowledge Of The Present Situation And Problems

Based on the recent research and the reality of information technology education, this study aims to analyze status of specialist knowledge of pre-service information technology teacher. And the work also analyzed the problem of pre-service teachers in information technology specialist knowledge. The major research are as follows:(a) The status of the specialist knowledge of pre-service teachers in information technology; (b) Problems in specialist knowledge of pre-service teachers in information technology, (c) The influence of teacher practice to information technology teachers’ specialist knowledge; (d) Comparative study between the pre-service information technology teachers and in-service teachers’ specialist knowledge of information technology. This research is based on TPACK model’s research framework of the information technology teacher specialist knowledge. Combining the qualitative (in-depth interviews, classroom observation), quantitative (questionnaire, video analysis) study method, this work test specialist knowledge status of pre-service information technology teachers. Based on the theory of novice and expert, the differences in specialist knowledge between the pre-service information technology teachers and in-service teachers are analyzed. Specialist knowledge problem exist in pre-service teacher were also analyzed. In addition, this work also measure the specialist knowledge changes of pre-service information technology teachers before and after the teacher practice, analyze the influence of teacher practice on the pre-service teacher specialist knowledge, enriched research results of theory and the practice on information technology pre-service teachers’ specialist knowledge, provide some suggestions for educating the information technology pre-service teachers.The results showed that:(a)the pedagogy knowledge is the weak link in pre-service information technology teachers’ special knowledge;(b)the TPCK knowledge of the pre-service information technology teachers needs to be improved;(c)the teacher practice can greatly promote the growth of PK and PCK knowledge of pre-service information technology teachers;(d)the guidance and communication of in-service teachers is more conducive for pre-service teacher to improve the special knowledge.