The Research On Present Status Of English Teachers’ TPACK In Senior High School

The increasing application of information technology in education places a greater demand on teacher’s ability and knowledge in information technology.After the American scholars Koehler and Mishra officially put forward the concept “TPACK” in 2006,more and more scholars both at home and abroad have been conducting their study in TPACK.It’s proved that the study of teachers’ TPACK is beneficial for their professional growth and development in the era of information technology.Moreover,the investigation of teachers’ TPACK in particular plays a crucial role in improving their TPACK.Given that TPACK is significant for teachers to combine English teaching and information technology properly,the author takes 137 English teachers from eight senior high schools as the subjects and tries to carry out the research on the status quo of English teachers’ TPACK in senior high school by using questionnaire and interview.This research tries to figure out the following three questions:(1)What is the status quo of senior high school English teachers’ TPACK and its dimensions?(2)Is there any correlation between the seven dimensions in TPACK?(3)Will these factors(working age,gender,qualification,professional rank and information technology training)influence senior high school English teachers’ TPACK? Based on the former researches and current situation of Zhangzhou area,the author puts forward the above three questions for the reason that this research,for one thing,can figure out the present status of English teachers’ TPACK in senior high school and according factors that have influences on their TPACK.For another,this research aims to find out the correlation between the seven dimensions within TPACK,which is rarely involved in the former researches.Based on the questions mentioned above,the author aims to come up with some suggestions accordingly in order to improve their TPACK.The findings reveal firstly that the present status of English teachers’ TPACK in Zhangzhou area is a bit higher than average but still with the possibility to improve.Among the seven dimensions,the sequence of score is TPCK<TK<TCK<TPK<PK<PCK<CK.The highest dimension is CK,while the lowest dimension is TPCK.Besides,three tech-unrelated dimensions are higher than the other four tech-related dimensions.Secondly,there is a positive correlation between seven dimensions of TPACK.Among them,PK and CK have a stronger correlation with PCK,TCK,TPK and TPCK than that of TK,which is more independent.Thirdly,it’s evident that working age,gender,professional rank and information technology training have influences on their TPACK,while qualification doesn’t.Based on the findings,the author tries to come up with some suggestions accordingly from four aspects concerning the improvement of teachers’ TPACK,including support from administrative,support from education and training department,encouragement from school and teachers’ professional development.