College EFL Teachers’ Ability Of The Integration Of TPACK In Flipped Classroom

The success in the implementation of flipped classroom depends on a series of factors,and one of which is teachers’ ability of informational instruction.Scholars Koehler and Mishra(2005)proposed the “Technological Pedagogical Content Knowledge”(TPACK)framework based on the “Pedagogical Content Knowledge”(PCK)framework of Shulman(1986)to explain the professional knowledge that teachers should have for effective teaching under the environment of informationized education.Based on the TPACK framework and Cox’s(2008)definition of each component of the TPACK framework,this study,through questionnaires,classroom observations and interviews,investigated the TPACK level of college EFL teachers in the flipped classroom,and explored their integration of Content Knowledge(CK),Pedagogical Knowledge(PK)with Technological Knowledge(TK)and their ability of informational instruction in flipped classroom.First of all,this study investigated the TPACK level of eighteen EFL teachers in a University in Chongqing by using the TPACK-EFL questionnaire.At the same time,this study explored four of these teachers’ integration of Content Knowledge,Pedagogical Knowledge with Technological Knowledge in flipped instruction through classroom observation.After the observation,the researcher distributed an open-ended questionnaire to the four teachers and another three teachers so as to collect their reflections on the integration of TPACK.Finally,the researcher conducted in-depth interviews with the seven teachers respectively based on this open-ended questionnaire.The findings are as follows:(1)The overall TPACK level of college EFL teachers is high,and the teachers’ level of CK and PCK rank the highest while their level of TK and TPACK rank the lowest.(2)The proportion of integrated knowledge(TPACK,PCK,TPK,TCK)applied by these teachers is generally higher than that of single knowledge(PK,TK,CK)in flipped instruction.That is,the four teachers have relatively strong ability to integrate CK,PK with TK,and the teachers have a high level of informational instruction ability.To some extent,this study provides implications for college EFL teachers to carry out effective technology-integrated English teaching in information age,to improve their informational instruction ability and promote their professional development.