Abstract
The improvement of strategies for information-based educational and teaching abilities of newly appointed teachers should be substantially investigated urgently based on the policy level of various countries or the reality of colleges and universities. However, from the perspective of the Technological Pedagogical Content Knowledge（TPACK）hierarchy, there are only a few studies on the strategies to improve the information-based educational and teaching abilities of newly appointed teachers. Therefore, this study analyzed the relationships between the three cores and four composite elements, designed the ability improvement strategy corresponding to each element, designed a hierarchical improving strategy which corresponds to 20 training contents, and used quasi-experimental research methods to apply the strategy to the 2019 newly recruited teacher training system of Guangdong University of Finance and Economics. Through the implementation of the training strategy for one semester and effect evaluation, combined with the comparative analysis of the training evaluation data of newly appointed teachers who did not implement this strategy in 2018, it shows that the implementation of the strategy can significantly improve the information-based educational and teaching ability of newly appointed teachers, with good results.
Highlights
The rapid development of information technology in recent years has prompted various countries to attach immense importance to the cultivation of teachers’ information-based educational and teaching abilities in the new era, and promulgate the related documents to guide and support training of newly appointed teachers
3.1 Introduction of technological pedagogical content knowledge (TPACK) This framework was initially abbreviated by the acronym TPCK [11] but was later renamed as TPACK to better reflect the inter-dependence of the contributing knowledge domains
Various blended knowledge domains can be derived from their intersections, such as pedagogical content knowledge (TPK), technological pedagogical knowledge (TCK), technological content knowledge (PCK), and TPACK [12]
Summary
The rapid development of information technology in recent years has prompted various countries to attach immense importance to the cultivation of teachers’ information-based educational and teaching abilities in the new era, and promulgate the related documents to guide and support training of newly appointed teachers. 2016, the US Department of Education published the fifth national educational technology program titled Future Ready Learning: Reimagining the Role of Technology in Education This program highlights the redesign of the teaching training plan and provides technical support and multi-aspect linkage for educational work to realize effective teaching. The UK released the 2015–2020 Strategic Plan of Ministry of Education: World-Class Education and Health Care and formulated the future five-year educational development strategy and program This program proposes the energetic elevation of the establishment rate of the science, technology, engineering, and mathematics curriculum; and improvement of the quality of the related curriculum and teachers’ technological level. A set of improving strategies for information-based educational and teaching abilities of newly appointed college teachers should be explored
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