| In the context of the intelligent era,all walks of life rely on technology to develop,integrating technical teaching knowledge(Technological Pedagogical Content Knowledge(TPACK))has become an important professional skill for teachers to cope with the information technology era,and gradually transformed into evaluating teachers’ professional knowledge Most of the existing researches tend to investigate the status of teachers ’TPACK and improve their level,while there are few studies on the factors affecting TPACK.In order to improve the information literacy of subject teachers,this article will focus on the level of teachers’ TPACK and its influencing factors.To make feasible suggestions for the training and improvement of TPACK level of prospective teachers.In this study,a self-made questionnaire "Prospective Teachers’ TPACK Level and Influencing Factors Questionnaire" with good reliability and validity was applied to the 2017 normal Chinese,mathematics,English,physics,chemistry,biology,geography,history,politics,and sports of Shanxi Normal University.Third-year students from 12 majors including music,and art conducted questionnaire surveys.A total of 890 questionnaires were distributed,and 809 valid questionnaires were recovered.SPSS 19.0 was used for descriptive statistics,independent sample T test,one-way analysis of variance,regression analysis,and AMOS26..0 for structural equation model building.The results show that:(1)The average TPACK of prospective teachers is M = 3.556,and the standard deviation SD = 0.7077.At the TK(technical knowledge)level,the technical knowledge level of boys is significantly higher than that of female students(p <0.05).In addition,the knowledge level of prospective teachers from rural or townships is significantly lower than that of county-level and municipal-level regions(p <0.05);except for TCK(disciplinary content knowledge of integrated technology)and TPK(pedagogical knowledge of integrated technology)In addition,the level of knowledge of prospective teachers trained at public expense is significantly higher than that of prospective teachers trained at non-public expense(p <0.05);the level of TPACK of prospective teachers of physical education and aesthetics is significantly higher than that of prospective teachers of political history and geography(p <0.05).(2)Establish the structural equation model of the TPACK influencing factors through AMOS 26.0.After modification,the model fitting index is: CMIN / DF is 2.806,less than3,RMSEA is 0.47,less than 0.08,TLI(0.909),CFI(0.914),GFI(0.890),IFI(0.914)and NFI(0.873)are all greater than 0.90 except GFI and NFI,and GFI and NFI areclose to 0.90,showing that the model fits better,indicating self-efficacy,teaching practice,motivation and TPACK There is a certain correlation between the dimensions.(3)Sense of self-efficacy,teaching practice,motivation,and knowledge of all dimensions within TPACK have a certain effect on TPACK level.Self-efficacy(p = 0.000 <0.05)and teaching practice(p = 0.020 <0.05)had a significant positive effect on TPACK level.Motivation(p = 0.317> 0.05)had no significant effect on TPACK.Self-efficacy,teaching practice,and motivation can explain the 34.2% variation in the variable “TPACK”.PK(pedagogical knowledge)(p = 0.000 <0.05),PCK(disciplinary teaching knowledge)(p = 0.046<0.05),TCK(disciplinary content knowledge of integrated technology)(p = 0.000 <0.05),TPK(integrated technology Knowledge of pedagogy)(p = 0.000 <0.05)has a significant positive impact on TPACK levels.CK(discipline content knowledge)(p = 0.117> 0.05)and TK(technical knowledge)(p = 0.063> 0.05)have no significant effect on TPACK.CK,TK,PK,PCK,TCK,TPK can explain the variable "TPACK " 71.4% variation.From this conclusion:(1)The TPACK knowledge of prospective teachers is at a medium level and needs to be improved.(2)There are significant differences in the TPACK level of prospective teachers under different backgrounds(origin,subject,type).(3)Self-efficacy and teaching practice have a significant positive impact on its TPACK level.(4)PK,PCK,TCK,TPK have a significant positive impact on TPACK levels.Suggestions: Strengthen teaching practice,cultivate interest,enhance the self-efficacy of prospective teachers,and strengthen the learning of the single knowledge dimension of TPACK,so as to improve the overall level of prospective teachers TPACK. |
