A Study Of Relationship Between Chinese Teachers' Technological Pedagogical Content Knowledge(TPACK) And Pedagogical Beliefs

In basic education,improving teachers' information literacy has significant meaning to the implementation of a new round of curriculum reform,among them,the information technology and curriculum integration is an important way to improve teachers' information literacy.In 2005,kohler and Mr Mishra' TPACK framework has greatly promoted teachers to understand "when should they integrate information technology(ICT)and classroom teaching".In addition,teachers' beliefs are the key factors which influence teachers' teaching behavior,beliefs of the teachers' application of information technology in teaching,may affect the TPACK levels.This research will linked Pajares' theories about the division of teaching belief with TPACK research,and takes the form of questionnaire research to analyze the relationship between in-service teachers' TPACK levels and the teaching beliefs.Firstly,this study refered to Chai' TPACK research scale in 2011 and Teo' research questionnaire about teachers' beliefs,and formed a questionnaire called " the investigation of Chinese teachers' technological pedagogical content knowledge ".Then,we take the form of online questionnaire survey to randomly select from 110 in-service teacher of Chinese as the research object,and measure their TPACK levels and their pedagogical beliefs.Finally,by the average,we know the teacher TPACK levels and their pedagogical beliefs,and further,the relationship between Teachers' TPACK and how it is related to teachers' constructivist or traditional pedagogical beliefs are investigated through Pearson's correlation.The results of the study are as follows:(1)the Chinese teachers TPACK levels vary.Teachers think that CK is the strongest and the weakest'content tend to TPACK.Technology factors(TK,TPK,TCK,TPACK)may be generally lower than the non-technical factors(CK,PK,PCK).(2)In terms of the teachers' pedagogical beliefs,the teachers expressed highly constructivist-oriented pedagogical beliefs,while they were just slightly agreeable towards traditional teacher centric beliefs.(3)the teacher TPACK and guided by constructivism teaching beliefs or the traditional teacher-centered teaching beliefs have correlation,but the findings suggest that teachers' TPACK is more related to the teachers' constructivist pedagogical beliefs than to the traditional beliefs.