| With the rapid development of education informationization and the continuous integration of information technology and subject teaching,teachers need to constantly update their knowledge structure and improve their professional development ability in order to meet the challenges of teachers in the information age technology.The TPACK framework provides a new set of professional knowledge system for teachers,and provides guidance for teachers’ informatization teaching and professional development.At present,the research on TPACK of pre-service IT teachers in China mostly stays on the status quo investigation and simple training mode,but the research on the influencing factors of TPACK of pre-service IT teachers is relatively scarce.Therefore,this study takes the IT normal students of Northeast Normal University as the research object,explores the TPACK level of pre-service information technology teachers and the interaction between various factors,especially concerned about the impact of context factors and technical knowledge(TK)on the development of pre-service IT teachers’ TPACK,in order to provide reference for the training of IT normal students.Based on TPACK measurement scale developed by domestic and foreign scholars and Technology Acceptance Model,this study compiled "TPACK Knowledge Structure Measurement Questionnaire for Pre-service IT Teachers" and "Influencing Factors Questionnaire for Pre-service IT Teachers’ TPACK Development",to measure the status quo and influencing factors of pre-service IT Teachers’ TPACK level,and tried to explore the relationship between them by multivariate analysis.The results are as follows:(1)The overall level of pre-service information technology teachers TPACK is relatively high,the level of TK is the weakest.(2)Among the pre-service information technology teachers,the males are higher than females in PCK and TPACK levels;students of different grades have significant differences in TK and TCK levels;educational practice has an important influence on the development of CK,PK and TPK of pre-service information technology teachers;among the interactions of TPACK internal factors,the improvement of TPK is most effective for developing its TPACK level.(3)There are correlations between the four variables in the TPACK development influencing factors of pre-service IT teachers and the seven factors of TPACK.Among them,the usefulness of technology is significantly positively correlated with the CK,PCK,TPK and TPACK level of teachers;the ease of use of technology has a significant effect on the development of the seven factors of teachers’ TPACK;external factors and computer self-efficacy have a significant impact on TK level. |
