A Study On The Current Situation Of TPACK And Its Countermeasures Of The Pre-service English Teachers In Xinjiang Universities

The continuous development of information technology not only promotes the development of society and changes in people's ideas and cognitions,but also directly affects the development of disciplines.After years of reform and exploration,information technology has developed more mature intellectual skills from assisting to integrating foreign language teaching,and informationization of foreign language education has even affected students' language and language learning.At present,the development of information technology in foreign language education has put forward new requirements and expectations for foreign language teachers in basic education,and the informatization teaching ability of foreign language teachers needs to be urgently developed and improved.As a foreign language teacher of basic education in the future,English pre-service teachers have a level of Technological Pedagogical And Content Knowledge(TPACK)of integrated technology that affects and restricts the breadth and depth of students' English language learning.In order to know the TPACK situation of pre-service English teachers in Xinjiang universities,this research surveys senior pre-service English teachers of Xinjiang universities.This research uses a hybrid research method that combines qualitative and quantitative research.Firstly,learnning about domestic and foreign research on the measurement,evaluation and influencing factors of TPACK and the English teachers' TPACK through literature analysis,and determine the questionnaire survey method and interviewing method based on the research object,research purpose and research conditions.Secondly,the foreign maturity scale was used as a reference,and the scale was modified and compiled in accordance with the characteristics of the English subject.Some problems related to influencing factors were identified through the results of literature research and prophase investigation,and the questionnaire for this study was finally formed.Then,senior English pre-service teachers from five universities in Xinjiang were selected as survey objects to conduct a survey.A total of 319 valid questionnaires were collected.The study used SPSS 21.0 to carry out statistical analysis of the data,to know the current status of TPACK for pre-service teachers of English in Xinjiang universities and explore its influencing factors with interviews.Finally,according to the deficiencies in the survey results of TPACK of English pre-service teachers in Xinjiang universities,the corresponding strategies are put forward.The study draws the following conclusions:(1)Descriptive analysis shows that TPACK levels of English pre-service teachers in Xinjiang universities are generally in the middle.Among them,CK and TPCK have the lowest scores.(2)Through the analysis of differences,it is found that the overall level of TPACK of English pre-service teachers in Xinjiang universities does not differ significantly in ethnicity and school type,but there are extremely significant differences in English level,professional attitude,and professional attitude.(3)Through interviews and data analysis,it is affected by five personal factors: professional attitude,professional attitude,frequency of using technology teaching,identity and self-efficacy.(4)Through regression analysis,it is found that the internal factors TPK,PK,TCK,CK and PCK in the TPACK framework have a significant predictive effect on the improvement of the TPCK's level of pre-service teachers.Based on the problems and deficiencies in the survey results,this study proposes the following strategies:(1)Cultivating non-intelligent factors of English pre-service teachers.(2)Improving the E-TPACK curriculum and strengthening the learning of content knowledge.(3)Improving the TPACK level of college teachers.(4)Strengthening the information-based teaching practice of English pre-service teachers.