A Study On The Relationship Between Technology Integration Self-efficacy And TPACK Of Pre-service English Teachers

Technological Pedagogical Content Knowledge(TPACK)is a teacher's understanding of the interaction between content knowledge,pedagogical knowledge and technology knowledge,and is considered to be the knowledge base for teachers to use technology for effective teaching.As the influencing factor of TPACK,technology integration self-efficacy plays an important role in the development of teachers' TPACK.In recent years,some scholars have begun to explore the relationship between technology integration self-efficacy and TPACK,but existing studies rarely involve English subject and pre-service teachers.Therefore,this study intends to explore the relationship between pre-service English teachers' technology integration self-efficacy and their TPACK by combining quantitative and qualitative research methods,in order to provide inspiration and suggestions for the development of pre-service English teachers' TPACK.This study aims to explore the following three questions:(1)What is the general situation of pre-service English teachers' technology integration selfefficacy? Are there differences in technology integration self-efficacy among pre-service English teachers of different genders and degrees?(2)What is the general situation of pre-service English teachers' TPACK? Are there differences in TPACK among pre-service English teachers of different genders and degrees?(3)How is the pre-service English teachers' technology integration self-efficacy correlated with their TPACK? And to what extent does the technology integration self-efficacy of pre-service English teachers predict their TPACK?In this study,281 normal English majors and masters of English education from Shandong Normal University are involved.By using the method of questionnaire survey and semi-structured interview,the data on technology integration self-efficacy and TPACK of pre-service English teachers is collected and analyzed by SPSS22.0.The research results are as follows:(1)Pre-service English teachers' technology integration self-efficacy is at a moderate to high level.Gender does not exert significant influence on pre-service English teachers' technology integration self-efficacy,but degree exerts significant influence on pre-service English teachers' technology integration self-efficacy,and masters' technology integration self-efficacy is significantly higher than that of undergraduates.(2)Pre-service English teachers' TPACK is at a moderate to high level.Gender does not exert significant influence on pre-service English teachers' TPACK,but degree exerts significant influence on pre-service English teachers' TPACK,and masters' TPACK is significantly higher than that of undergraduates.(3)The correlation between pre-service English teachers' technology integration self-efficacy and TPACK is significant and positive.And pre-service English teachers' technology integration self-efficacy has a significant predictive effect on TPACK.Through analysis of the research results,the author puts forward some suggestions on how to improve the technology integration self-efficacy and TPACK of pre-service English teachers,and points out the limitations of this study for future research.