A Study On TPACK Of Junior School English Teachers

The deep integration of information technology and teaching puts forward higher requirements for teachers' professional quality.The content of teachers' knowledge structure is gradually diversified.The technology pedagogical and content knowledge has become one of the standards for evaluating outstanding teachers.Junior school English teachers shouldered the responsibility of improving students' English learning ability and enhancing their professional development.Therefore,this study investigated the current situation of junior school English teachers TPACK(technology pedagogical and content knowledge),the research participants were English teachers from junior schools in Xi'an.This study used the questionnaire method to investigate the general situation of teachers' TPACK.The interview as the supplemented method was to explain the reasons of the significant differences.The TPACK level of English teachers was influenced by individual gender,teaching experience and educational background.Male and female teachers had significant differences in pedagogical knowledge(PK)and technology pedagogical knowledge(TPK);the TPACK level of master's degree teachers was slightly higher than that of undergraduate teachers,and it presented a significant difference in the knowledge of technology content(TCK).English teachers' TPACK presented a significant difference in terms of the different years of teaching.The results of this research showed that the knowledge of technology pedagogical and content(TPACK)of junior school English teacher in Xi'an was good,and the knowledge was ranked as following: CK>PCK>PK>TK>TCK>TPK>TPACK.The results showed that English teachers' knowledge related to technology are supposed to be improved.The way to improve teachers' professional quality has two aspects.First of all,teachers should improve their awareness of' self-learning.Secondly,teachers should participate in relevant educational training programs.