A Contrastive Study On Technological Pedagogical Content Knowledge Of Pre-service Teachers And In-service Teachers In Senior High School

Nowadays,the rapid development of technology and information technology has greatly changed human life.The traditional classroom teaching is greatly affected by the transformation of modern information technology.The informatization of education has become an inevitable demand for the development of education.Since people’s demand for education is not limited to the traditional classroom teaching,more and more people hope to use information technology to help them learn better.TPACK(Technological Pedagogical Content Knowledge)is regarded as a key specialty for teaching staff and also a key componet of the teaching profession.In order to be better qualified for the current English teaching,senior high school English teachers need to incorporate information technology knowledge into their own professional knowledge structure.Therefore,the research on teachers’ information teaching ability should draw more attention.In order to deeply understand and analyze the current situation and existing problems in TPACK teaching between pre-service English teachers and in-service English teacher,the pre-service English teachers in some normal universitites and in-service teachers in high school in Shaanxi Province were selected as the research objects in this reserach.The qualitative and quantitative research methods were adopted for the comparative research.Through questionnaire survey and interview,the author learned that(1)The overall level of in-service English teacher TPACK seven dimensions is higher than that of pre-service teachers;(2)In-service English teachers have high integrated(TPACK)level(M=3.96),among which the subject teaching knowledge level(PCK)is the highest and the lowest integrated teaching knowledge(TPK);(3)The TPACK level of pre-service English teachers is low(M=3.24),among which,pre-service English teachers has the highest technical knowledge level(TK)and the lowest subject content knowledge level(CK).Based on the above findings,the author proposes some suggestions from the aspects of establishing the concept of information teaching,optimize the pre-service TPACK curriculum,enhance TPACK training awareness,improve the post-service information training system,pay attention to peer mutual assistance among teachers,constantly improve the personal information teaching ability,and continuously strengthen the information-based teaching practice activities.The purpose of this study is to offer an efficient way for English teachers to make mutual learning and continuous improvement in their knowledge structure,so as to integratre information technology with classroom teaching.