Analysis Of TPACK Status And Development Countermeasures Of IT Teachers In Primary And Secondary Schools

In the context of educational informatization,technology has played an important role in the development of education.How to integrate technology into subject teaching to further improve teaching quality is a problem that modern teachers need to think about.Information technology teachers are the main force of teaching by means of technology.It is of great significance to study the performance of TPACK of information technology teachers in primary and secondary schools to promote the development of overall teachers' TPACK.Based on PCK theory and TPACK theory,aiming at the problems of unclear technology integration in the existing framework and overlapping knowledge components of PCK and TPACK,this study specifically analyzes the characteristics of the information technology discipline and proposes a TPACK framework for information technology teachers in primary and secondary schools.The questionnaire method,classroom observation method and interview method were used in the research process to analyze the teacher's development of TPACK and put forward corresponding strategies and suggestions for the problems found.This research work includes 4 parts:(1)Relevant literature research on teachers' TPACK.The research of teacher TPACK is mainly summarized from the theoretical origin of TPACK,the measurement of TPACK,the cultivation,of TPACK for teachers and development of Information Technology Discipline TPACK.(2)Establish a knowledge structure framework for information technology teachers'TPACK.Based on Shulman's and Grossman's PCK framework,Magnusson's PCK framework for science teachers,and the TPACK framework proposed by Niess,considering the characteristics of information technology disciplines,a TPACK framework for IT teachers in primary and secondary schools is proposed.(3)Implement a questionnaire survey to check the TPACK framework of IT teachers.For the questionnaire that was recovered,the exploratory factor analysis method was used to test the rationality of the proposed TPACK framework for IT teachers,and it was found that the TPACK composition of IT teachers has its own particularity.(4)Analyze the TPACK performance of IT teachers in primary and secondary schools.Based on the information technology teacher's TPACK framework,a TPACK classroom behavior observation form and interview outline were designed.Through classroom observation and interviews,analyze the performance of teachers' TPACK in teaching practice,and compare the TPACK differences between novice teachers and experienced teachers.According to the development of information technology teachers'TPACK,corresponding strategies are proposed.At present,the TPACK research of information technology teachers in China is still in its infancy.This study explores the composition of TPACK knowledge of information technology teachers,and constructs a questionnaire,TPACK classroom observation form and interview outline to provide a scientific tool for information technology teacher TPACK measurement and analysis.It is hoped that the conclusions of this research can provide some references and suggestions for the improvement of TPACK level of information technology teachers.