Review of Teachers’ Technological Pedagogical Content Knowledge (TPACK) in China

Wei Zhang,Junhong Tang

doi:10.4236/ce.2021.127131

Abstract

In this study, 169 journal papers retrieved from “China Article Full Text Database” of China National Knowledge Infrastructure (CNKI) were analyzed as the samples in this study. Quantitative visual statistic analyses were conducted in terms of annual volume and the top five contribution institutions to offer some basic information of teachers’ TPACK study in China. What’s more, qualitative deep content analyses were conducted through four research themes including “Introduction of Foreign Study on Teachers’ TPACK” “Pre-Service Teachers’ TPACK Level and Development Paths” “Development Paths of In-Service Teachers’ TPACK” and “Teachers’ TPACK Study of Specific Subjects”, which intends to show deeper analyses of teachers’ TPACK study in China by qualitative deep content analysis.

Highlights

Introduction of TPACKTechnological pedagogical content knowledge (TPACK) conforms to the requirements for teachers’ professional ability in China in the information era
We found there were mainly four research themes of teachers’ TPACK study in China after a qualitative deep content analysis of the 169 journal papers retrieved from China Journal Full Text Database of China National Knowledge Infrastructure (CNKI)
We found that Chinese researchers had done some investigations into the present level and the development paths of pre-service teachers’ TPACK

Summary

Introduction

Technological pedagogical content knowledge (TPACK) conforms to the requirements for teachers’ professional ability in China in the information era. It offers a very useful framework for Chinese teachers’ development. Pre-Service Teachers’ TPACK Level and Development Paths The quality and professional ability of pre-service teachers are closely related to the construction of Chinese teachers’ capabilities (Wang & Wu, 2018). We found that Chinese researchers had done some investigations into the present level and the development paths of pre-service teachers’ TPACK

Objectives

Methods

Conclusion