Research On The TPACK Of English Subject Teaching Masters

Technological pedagogical content knowledge(TPACK)was put forward in 2006 by Mishra and Koehler on the basis of the concept of pedagogical content knowledge(PCK)of Shulman.It is a theoretical system for the current teachers to have all kinds of systematic and comprehensive knowledge.This study of TPACK has aroused extensive attention abroad,and the relevant research on TPACK in China has been increasing in recent years,however,there is less research on the TPACK level of masters in combination with subject teaching.Based on this,this paper will investigate the TPACK level of English subject teaching masters.Based on connectivism theory,constructivism theory and TPACK framework theory,the paper studies the TPACK level by means of literature analysis,questionnaire survey and interview method.This study revolves around the following three questions: 1What is the current situation of English subject teaching masters' TPACK? 2Are there any differences in English subject teaching masters' TPACK level based on different background factors? 3What are the factors contributing to the current situation of English subject teaching masters' TPACK?The questionnaire of this study was adapted from the Schmidt questionnaire and Zhang Qiong's questionnaire,and the survey was conducted by 80 students majoring in English subject teaching in Inner Mongolia Normal University.SPSS software was used in the process of analyzing data,and the interview was applied to the investigation process to supplement the singleness of questionnaire.On the basis of the investigation,the conclusions are following: 1)The TPACK level of English subject teaching masters is relatively low.Of the seven components of TPACK,the highest average is the technologicalknowledge(TK),the lowest is the subject content knowledge(CK).It shows that the current English subject teaching masters are not unfamiliar with the technological knowledge,but there are some difficulties in the integration of technological knowledge with subject content knowledge and pedagogical knowledge,and how to balance the knowledge of subject content and pedagogy with the knowledge of technology is worth pondering.2)There were no differences in the level of English subject teaching masters' TPACK based on grade,whether having a first-line teaching experience in primary or secondary schools or not,whether having taken courses or training related to modern educational technology or not,and whether having got the Master's degree in Cross-Disciplinary Teaching(English)or not.3)There are two main kinds of factors affecting the current situation of English subject teaching masters' TPACK: internal and external.The internal factors include the attitude,mastery,application and reflection of the English subject teaching masters themselves to TPACK.The external factors include in-service teachers' TPACK level,theoretical and practical courses of TPACK,and the TPACK evaluation system.Through the above research,the author puts forward seven strategies to improve the TPACK level of English subject teaching masters from internal and external factors.Due to the limitation of resources,time and ability,this research has some limitations.In view of this,the article finally proposes further research suggestion and the future direction of research on English subject teaching masters' TPACK.