Study On TPACK Influencing Factors Of Pre-service Geography Teacher

The rapid development of information technology has brought unprecedented influence to the education industry.As the backup force for future teachers,the pre-service geography teachers need to update their knowledge structure to cope with the wave of educational informatization.The TPACK theory proposed by Koehler and Mishra from Michigan state university provides a good research interface for the deep integration of information technology and geography.Then,what factors influence the TPACK ability of pre-service geography teachers and how to cultivate and improve TPACK ability in accordance with these factors are a subject worth in-depth discussion by scholars in the field of geography education.The purpose of this study is to find out the factors affecting the TPACK ability of pre-service geography teachers as a whole,the relationship between the factors and the influence of the factors on the components of TPACK,and then put forward effective Suggestions for the cultivation of TPACK ability.To achieve the research purpose,first of all to teacher TPACK summarized research status quo analysis,on the concept and theoretical basis,the core of this paper on the basis of predecessors' research summed up the factors affect the ability of the pre-service geography teacher TPACK career identity,self-efficacy,learning motivation,curriculum,teaching practice participation,learning environment and resources and the policy institutional factors in seven aspects,Koehler and Mishra based on the self assessment scale of development combining with geography feature.The "pre-service geography teacher TPACK level measurement scale" and "pre-service geography teacher TPACK influencing factor measurement scale" were developed.Central China normal university in hubei province,hubei normal university and pre-service geography teachers of huanggang normal college as the research object to investigate,and the data collection,using the structural equation model,correlation analysis and multiple linear regression analysis method for data recovery,the factors that affect pre-service geography teacher TPACK model was constructed.Four conclusions are drawn as follows:(1)the seven influential factors have two-dimensional structure;(2)the assumed path of influencing factors of TPACK for pre-service geography teachers is established;(3)there was a significant correlation between the seven influencing factors and TPACK components of pre-service geography teachers;(4)the influence of seven influential factors on the components of pre-service geography teacher TPACK is detennined by the amount of variation of the components it can explain.Based on the above conclusions,this study puts forward five Suggestions for the cultivation of TPACK ability of pre-service geography teachers.The second is to enhance the self-efficacy of pre-service geography teacher's TPACK ability;Third,to stimulate the learning motivation of pre-service geography teacher TPACK;Fourth,to construct a scientific pre-service geography teacher curriculum training system;Fifth,the construction of pre-service geography teacher TPACK ability to improve the school environment;Sixth,strengthen TPACK ability training based on geography teaching practice;The seventh is to give full play to the guiding role of policies and systems on TPACK of pre-service geography teachers.Finally,this paper summarizes the shortcomings of the research and prospects the future research direction.