Research On The Status Quo Of TPACK For High School English Teachers

In the context of the information era,education informatization has become particularly important.As teachers are the important leaders in the development of education,it is significant for them to master the professional knowledge.As an emerging theoretical framework integrating content knowledge,pedagogical knowledge and technological knowledge,TPACK(Technological Pedagogical and Content Knowledge)is conducive to using technology to carry out teaching effectively and promote the professional development of teachers.TPACK has an important impact on the professional development of senior high school English teachers.Therefore it is of great practical significance to investigate their application of TPACK.The research combines questionnaire,classroom observation and interview to explore the following questions:(1)What is the level of TPACK of senior high school English teachers?(2)What factors will affect the development of TPACK of senior high school English teachers?(3)What is the actual application status of TPACK of senior high school English teachers in class teaching? The research is helpful to achieve the close integration of the professionalization of senior high school English teachers and the times.In addition,it can lay a good foundation for the improvement of the TPACK level of senior high school English teachers and promote the modernization of English education in senior high school.The research first collates and analyzes the relevant literature on TPACK.Secondly,60 English teachers in Zhangjiakou No.1 Senior High School finish the questionnaire based on the Schmidt scale.After that,the classroom observation scale is compiled and 6 English teachers are observed in the class.Each teacher is observed in 5 classes.Finally,a semi-structured interview is conducted among the six teachers.According to the data obtained by the three research methods,the TPACK level of senior high school English teachers is objectively evaluated.The results show that:(1)TPACK of English teachers in senior high school is at the upper-middle level,but there is still much room for improvement.The order of the means of the seven dimensions in TPACK is TK < TCK < TPK & TPACK < PCK < PK < CK,in which the scores of the four dimensions related to technology are obviously lower than those of the other three dimensions.(2)According to the questionnaire data,age,teaching experience,education background and teaching objects of senior high school English teachers have a significant impact on their TPACK level,while gender,major and teachers' professional title have no significant influence.Then based on the analysis of the interview data,it can be seen that English teachers themselves,school colleagues and school resources all have certain influence on their TPACK level.(3)Senior high school English teachers have a good application of TPACK in class.In the seven dimensions of the classroom observation scale,the scores of the three dimensions irrelevant to technology are significantly higher than those of the four dimensions related to technology,which is basically consistent with the questionnaire survey results.Based on understanding the TPACK level of senior high school English teachers,the following suggestions are made to provide reference for teacher professional development:(1)To guide senior high school English teachers to establish the awareness of learning TPACK;(2)To construct TPACK learning community for senior high English teachers;(3)To increase the dissemination of TPACK;(4)To optimize the training mechanism for senior high school English teachers;(5)To perfect TPACK evaluation system for senior high school English teachers;and(6)To improve English education resources of senior high school.