A Study On The Influence Factors Of Mathematics Preservice Teacher's TPACK

Techniques for teaching,is an ancient and fashionable topic.Nowadays,digital technology has penetrated into every corner of learning,work and life.Digital information age is reshaping the education,science,culture,international relations and national ecology in the 21 st century,and also bring education into a dramatic transformation period,teachers face the challenge of integrating technology into teaching.Professor Punya Misharaand Matthew J.Koehler in Michigan State University put forward “Technological Pedagogical Content Knowledge(TPACK)" in 2006,it provided solutions for this challenge.TPACK is a necessary knowledge framework which can be used for integrating effectively technology into the classroom.It caused strong interest among outstanding teachers,teacher development director and other researchers interested in exploring the relationship between technology andinstruction after put forward.In recent years,researchers at home and abroad conducted lots of studies in the field of TPACK.Along with the gradual deepening of the study,more and more researchers found that TPACK should be mastered and applied with lots of external factors including society,culture and psychology,etc.,as a kind of new knowledge involving various conditions and factor.Therefore,this study will focus on the relationship between TPACK and factors.In this study,firstly,through collecting and analyzing the research literature of teachers' knowledge structure at home and abroad,TPACK,and influence factors of TPACK,four influence factors of mathematics preservice teacher's TPACK are obtained,such as,educational technology courses,human,internships and motivation and self-efficacy.Secondly,based on "preservice teacher education and technical knowledge questionnaire" developed by Schmidt,this study recomposes it and form the questionnaire available.The questionnaire is used to measure the level of mathematics preservice teacher's TPACK.Thirdly,based on conclusions of the literature,this study develops a questionnaire to measure influence factors of mathematics preservice teacher's TPACK.Finally,the data collected by two questionnaires are compared.This study analyzes the relationship between mathematics preservice teacher's TPACK and influence factors.The discoveries of research are,TPACK and influence factors of TPACK questionnaires have high reliability and validly.The four influence factors of TPACK are,educational technology courses,human,internships and motivation and self-efficacy.And four influence factors significantly affect mathematics preservice teacher's TPACK;motivation and self-efficacy factor is the greatest impact.Based on the above findings,suggestions for future preservice teacher education are also put forward and directions for future research on TPACK are prospected.