Research On The Design Of TPACK Measurement Scheme For High School Information Technology Teachers

With the development of information technology, it becomes more and more important to apply technology to education. As a framework of teachers' knowledge in the era of educational informationization, TPACK (Technological Pedagogical and Content Knowledge) will be helpful for teachers to use technology assisted teaching and integrate technology and curriculum effectively, promoting teachers' TPACK ability and professional development. Therefore, how to effectively evaluate the teacher's TPACK plays an important role in the improvement of the TPACK framework and the development of teacher TPACK strategy. In order to measure the current teachers' level of TPACK, this research aiming at high school information technology teachers, designed the measurement scheme for TPACK of high school information technology teachers, and verified the rationality of this measurement scheme according to the TPACK measurement results of several selected high school information technology teachers.This thesis consists of five chapters. The first chapter mainly introduces the background, research questions, research significance, research contents and methods of this study. The second chapter mainly analyzes domestic and foreign research status of TPACK, especially the current research method of TPACK. The third chapter mainly designs TPACK measurement scheme for high school information technology teachers, adopting the method of both quantity and quality. The project consists of five evaluation methods, namely self report method, performance evaluation method,classroom observation method, interview method and student evaluation method,including seven dimensions, TK, PK, CK, from TPK PCK, TCK, and TPACK. As for the self report method, a questionnaire about the TPACK ability of the high school information technology teachers was compiled on the basis of the existing foreign measurement scales. As to the performance evaluation method, the artificial teaching design products of the teachers are selected,which will be used for encoding measurement. In the classroom observation method, a TPACK classroom teaching process observation scale of high school information technology teachers was compiled. The interview method bases on the complied TPACK interview outline of high school information technology teachers to record and analyze. From the perspective of the students, the student evaluation method is used to evaluate the TPACK application of the teachers. Based on the existing scale, a questionnaire is developed to evaluate the TPACK ability of the high school information technology teachers. With the five combined methods, various aspects of teachers' TPACK ability will be objectively measured. The fourth chapter is mainly the case verification of TPACK measurement design of high school information technology teachers. The expert teachers and non-expert teachers were selected and compared by using five kinds of measurement methods, with the measurement results being respectively analyzed. Comparing the two groups of measurement result, it is finally found that generally the expert teachers' TPACK ability is superior to that of the non-expert teachers. Thus, certain validity and rationality of the measurement scheme has been verified. The fifth chapter summarizes the content of this study, and puts forward some prospects for future research.