A Study On TPACK Structural Characteristics And Development Strategies Of Mature College English Teachers

With the in-depth development of information technology and curriculum integration,college English teaching reform has received increasing attention.Emphasizing innovative teaching concepts and improving teaching effectiveness in higher education puts new demands on college English teachers.According to the existing research,many college English teachers can't effectively use information technology in practical teaching.The application of information technology in college English teaching is generally limited to playing audio and video in the classroom,and performing images and texts.The display,after-school information review as well as the assignments and the classroom teaching process still rely on the teacher's words and deeds.In the integration of information technology and college English,it only highlights the use of technology by teachers,but does not pay attention to the knowledge required by teachers for informational teaching.In response to these problems,the TPACK of integrated technology provides a reference for the comprehensive integration of information technology and foreign language courses,and provides guidance for the professional development of college English teachers.TPACK has become essential knowledge for teachers in the information age.This study takes three mature English teachers in a college as the research objects.Firstly,according to the characteristics of English teaching,the TPACK coding rules for college English teachers are formulated.According to the rules,the classroom teaching videos of the three teachers are coded and utilized.SPSS analyzes the frequency and duration of each teacher's TPACK elements,and realizes the visualization of the data.According to Niess' s TPACK theoretical framework,the interview outline is designed to conduct semi-structured interviews with three teachers.After that,the teacher's classroom teaching is analyzed with reference to the statistical results.Based on Niess' s TPACK four-dimensional analysis framework,the interview data of each case is coded,and the comparative analysis between cases is carried out.Finally,the TPACK structure characteristics of the mature college English teachers are summarized and explored.Finally,the TPACK development strategies of mature college English teachers are proposed.The analysis results show that the TPACK ability of mature college English teachers is weak.They generally have problems such as backward professional development concept,unbalanced knowledge structure,low informationization quality,weak professional development motivation,and single professional development path.In order to continuously improve the TPACK ability of mature college English teachers,realize the optimal integration of information technology,subject content and teaching methods,and grasp the relevant teaching application principles in practical teaching,and promote the professional development of teachers in the information age,we propose the following TPACK development strategies for mature college English teachers:(1)Focus on education and training in the application of technology for novice English teachers;(2)Cultivate the self-study ability of mature English teachers;(3)Establish a TPACK learning community for mature college English teachers to promote mutual communication and experience sharing;(4)Organize an effective mechanism to ensure the TPACK development of mature college English teachers.