Abstract
The purpose of this paper is to explore the present situation of pre-service teachers’ TPACK competence, analyze the effect of pre-service teachers’ TPACK competence by demographic variables (gender, subject and background), find the reasons for situation analysis and give the corresponding strategy. In this study, 97 pre-service teachers of a normal university in Hubei province of China were selected as the samples, and a quantitative approach was implemented. The results showed that the pre-service teachers had good TPACK competence. Through descriptive analysis, the Ethics dimension was the highest and the Proficiency dimension was the lowest in all the dimensions of TPACK competence. Through ANOVA analysis, it revealed that gender, subject and background had no significant effect on the pre-service teachers’ TPACK competence. Finally, some strategies are proposed to improve pre-service teachers’ TPACK competence by the findings.
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