| Educational informationization requires that teachers equipped with the ability of integratinginformation technology, which is affected by Technological Pedagogical Content Knowledge, i.e.TPACK. Integrated by technical knowledge, subject matter and pedagogical knowledge, TPACKis a highly integrated and sophisticated knowledge, which is a necessary for effective teachingunder information technology background. To be qualified for informational teaching environment,teachers should know when,how and why to integrate information technology and have an in-depth understanding of the interaction among information technology, content and teachingmethodology, which is to say that they be well educated about TPACK. However, TPACK is apractical knowledge that is formed and developed in specific subject teaching situation with merelyresearch about TPACK characteristics of the front-line teachers and ways of formation for them onthe front.This case study samples one novice, one skilled and one expert primary mathematics teacherrespectively as the research object to tracking their teaching practices for a period of sixmonths.We first created a classroom observation record sheet and interview outline to collectmaterial through classroom observation, qualitative interviews and physical analysis and othermethods, then analyze their TPACK characteristics and knowledge sources, compare these featuresusing SPSS17.0. The results showed that: There are some significant differences between thenovice, proficient and expert in overarching concept, curriculum knowledge, students’ knowledge,pedagogical knowledge and evaluation of these five domains of knowledge; primary sources ofmathematics teachers’ TPACK knowledge including teachers’ teaching experience and reflection,daily communication with companions, organized professional activities, network resources,reading professional journals and teaching reference books, as a student experience, job/schooltraining and pre-knowledge, and also found that the effects of these different sources of knowledgeon elementary school mathematics teachers’ knowledge formation and development of TPACK isdifferent.Finally, based on our research result, we put forward the development strategies forelementary mathematics teachers to promote their practical teaching ability of technologyintegrating and professional development in several aspects,such as the content and form of teachertraining and teacher’s capability building of educational technology. |
