An Investigation Of Senior High School English Teachers' Technological Pedagogical And Content Knowledge(TPCAK)

This study is an investigation of senior high school English teachers' TPACK.It takes 285 teachers from Hebei Province as the subjects,and adopts the qualitative method and the quantitative method.The questionnaires and interviews are aimed to investigate the situation of senior high school English teachers' TPACK and its sub dimensions as well as the relationships between senior high school English teachers' TPACK and their demographic backgrounds,namely gender,teaching experience,academic degrees and school location.The results indicate that senior high school English teachers' TPACK is at a moderate level.Among the several sub factors,teachers' TK and TCK are relatively weaker.In addition,there is no significant difference between teachers' TPACK and their gender,school location,but there is significant difference on the TK variable.Male and urban school teachers are more confident about their TK than female and rural school teachers;there is no significant difference between teachers' TPACK and their teaching experience,but there is significant difference on the PK variable,and teachers who have five to ten years' teaching experience are stronger in PK;the mean score of the bachelors' PK and PCK are higher than that of the masters,but there is not obvious difference between these two kinds of teachers on the TPACK as a whole.Possible reasons of these situations are analyzed in this study.Implications are raised for English teachers and English teacher educational administrations.English teachers should learn from their colleagues,conduct self-reflection and attend more trainings and lectures about educational technology.And English teacher educational administrations can organize more relevant trainings and lectures,work with school administers to establish teacher incentive mechanism,reduce teachers' burden and enrich technological resources.