Investigation On The TPACK Of Pre-service TCSOL Teachers

In the “Internet +” era and with the promotion of education informatization,information technology is getting even closer with education and teaching Technological Pedagogical Content Knowledge(TPACK)is the basic knowledge for teachers to use information technology for teaching.Pre-service teachers are the main reserve force of the teaching team.Understanding the status of TPACK of pre-service teachers of Chinese as a second language will help their professional growth and provide a useful reference for their teaching and training.Participants of the study included the students of Hebei University,Hebei Normal University,and Liaoning Normal University who are studying for the Master of Teaching Chinese to Speakers of Other Languages(TCSOL).The research focused on the following four questions: 1.The status of TPACK of pre-service TCSOL teachers;2.The influence of undergraduate majors on the TPACK level of pre-service TCSOL teachers;3.The influence of internship experience on the TPACK level of pre-service TCSOL teachers;4.The influence of educational technology course learning experience on lthe TPACK level of pre-service TCSOL teachers.This research is based on the TPACK framework proposed by Punya Mishra and Matthew J.Koehler(2006),investigated the participants with the adapted TPACK Survey Questionnaire for Pre-service TCSOL Teachers.Interviews were also adopted to triangulate the argument.Based on the research findings,a targeted development strategy is proposed.The main conclusions drawn from this study are as follows:(1)The average score of each dimension of TPACK of TCSOL is between 3.74 and 3.87,which belongs to the upper middle level,and the knowledge of each dimension is relatively balanced.In the second dimension,the order of high and low is: attitude>reflection>mastery>application.Some students have poor mastery and application dimensions of TPACK.(2)Majors have no significant influence on the TPACK level of pre-employment teachers of Chinese as a foreign language.(3)The internship experience has an impact on the TPACK level of TCSOL.Specifically,TCSOL with internship experience score higher than those without internship experience in many dimensions.(4)The study of relevant educational technology courses has an impact on the TPACK level of TCSOL.Specifically,TCSOL who have studied educational technology-related courses are better than those didn’t have studied related courses in multiple dimensions.Based on the above conclusions,this article believes that external factors—teaching management,curriculum training,and internal factors—teachers themselves can strengthen the integration ability of information technology and teaching of this group in order to meet the challenges of the times.