Abstract
Better playing the role of TPACK in the teachers’ professional knowledge system calls for the exploration of the relationships between every two levels of TPACK of pre-service teachers. The research data were collected from 232 pre-service teachers studying at Nanjing Normal University. Through the collection and analysis of relevant literature, the purpose of this study was to reveal the current situation of pre-service teacher TPACK and its existing problems, and put forward corresponding countermeasures and suggestions. The results showed that in the TPACK scale, comparatively high scores were measured on the PCK and PK subscales while pre-service teachers attained relatively low scores on TPCK subscale; a positive correlation was discovered between every two levels of pre-service teachers’ TPACK; gender level differences showed up at CK level, while no gender level differences existed at the other levels; in terms of the variable of year level diversities were observed at TPCK and PCK level, while no year level diversities occurred at other levels.
Highlights
As the information technology has become a going concern, an acceleration in educational informationization reformation occurs where teachers dominate the informationization construction
Through the collection and analysis of relevant literature, the purpose of this study was to reveal the current situation of pre-service teacher Technological Pedagogical Content Knowledge scale (TPACK) and its existing problems, and put forward corresponding countermeasures and suggestions
The results showed that in the TPACK scale, comparatively high scores were measured on the PCK and pedagogical knowledge (PK) subscales while pre-service teachers attained relatively low scores on TPCK subscale; a positive correlation was discovered between every two levels of pre-service teachers’ TPACK; gender level differences showed up at content knowledge (CK) level, while no gender level differences existed at the other levels; in terms of the variable of year level diversities were observed at TPCK and PCK level, while no year level diversities occurred at other levels
Summary
As the information technology has become a going concern, an acceleration in educational informationization reformation occurs where teachers dominate the informationization construction. In the investigation into the integration of information technology and subject teaching of pre-service teachers with their internships finished, it was revealed that pre-service teachers’ integration of information technology with classroom teaching is not sufficiently effective. Given this finding, this study took 232 pre-service teachers from Nanjing Normal University to investigate the current status of different levels of pre-service teachers’ TPACK and to analyze the features of pre-service teachers’ TPACK at all levels expected to provide guidance on the future pre-service teachers training
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