A Study On Tpack Of Pre-service English Teachers

The rapid development of information technology in 21^st Century made it useful in all aspects of life.With the application of information technology in the classroom teaching,the traditional classroom,learning environment,teachers'role and the quality of teachers'knowledge have been challenged by information technology.Teachers are required to incorporate information technology knowledge into their own professional knowledge structure.TPACK?Technological Pedagogical and Content Knowledge?by Mishra&Koehler provide a new framework for teachers'knowledge.Three normal college students from Shaanxi province as pre-service English teachers participated in the study.The questionnaire and intervie were employed to investigate the status of the TPACK level of pre-service English teachers,and the differences in the internship experience,birthplace,English level and English teacher qualification certificate of the pre-service English teachers.The results show that:?1?.Pre-service teachers'TPACK in Shaanxi province was in the medium level.?2?.The internship experience had a certain impact on pre-service English teachers'TPACK level.Pre-service English teachers'technical knowledge was influenced by birthplace.English level had impact on pre-service English teachers'content knowledge and pedagogical and content knowledge.The teacher qualification certificate of pre-service English teachers did not influence their TPACK level.After analyzing the reasons,some suggestions are proposed to improve the TPACK level of pre-service English teachers from the aspects of both teachers and school management.