A Study On The Influencing Factors Of TPACK Ability Of Information Technology Teachers In Primary Schools

The rapid development of network technology, making the social various aspects rapidly into the information process, is also a certain impact to the development of education.Information technology teachers is solid impeller of education informatization, their knowledge structure is facing a revolution. In the opportunities and challenges, the teacher TPACK expected by people. The elementary school information technology teachers as pioneer of information change, updating yourself knowledge structure is a matter of great urgency. In this instance of the expansion of information technology, scholars and information technology teachers need to deeply explore how to cultivate and improve the ability of teachers TPACK. In order to better grasp the overall influence factors of primary school information technology teacher TPACK ability and improve the mechanism of action of TPACK ability, the article need to carry out quantitative empirical research of primary school information technology teachers, in order to clear the development of primary school information technology teacher TPACK mechanism, at the same time also hope to have reference value for the later research.SEM(structural equation model) method is the use to of the causal relationship in recent social science research, which is a combination of the factors structure method and the path analysis method. Based on the structural equation model, this paper establishes the influencing factors of the TPACK competence of elementary school information technology teachers, and discusses the influencing factors and their relationships of TPACK. According to the overall structure of the article, the full text is divided into three parts:The first part is the introduction, introduced the selected topic background, research significance of this study, the article research ideas, research methods, and the research status of TPACK ability for teachers at home and abroad, and the definition of core concepts.The second part is design questionnaire of suitable for the domestic information technology teacher, referring to abroad self-assessment TPACK scale of been used to. Subjects group been selected is primary school information technology teacher to make study of demonstration and analyze the influence factors of primary school information technology teacher TPACK and their relationships. This part is the main part of this paper. Results show that the TCK, TPK, PCK have direct effect to TPACK, TCK for primary school information technology teachers TPACK has both direct effect and indirect effect. And the impact of TCK is the largest. Teachers’ professional identity, self-efficacy, CK, PK, TK has indirect effect to TPACK of primary school information technology teacher.The third part base on the above study to put forward effective suggestions of improveprimary school information technology teacher TPACK, point out the deficiency of this paper and the future research prospects.At present,various information techniques emerging continuously, information technology new-rising continually, information technology teaching level appearing more importantly, the study on TPACK of elementary school information technology teachers still has many problems.Basic education teacher TPACK ability training should be brought to the attention of the school and society, the sort of study should get more attention with researchers.