A Study On TPACK Of Pre-service English Teachers Based On Micro Lesson

With the rapid development of the society and modern communication technology, a great change in the field of education has taken place. Educators believe that the use of information technology will fundamentally change the traditional teaching and learning mode. Informatization Priorities for 2015 and Ordinary High School English Curriculum Standards(2013 Edition) also propose to enhance the further widespread application of information technology in education, to promote the mode innovation of instruction.Since the TPACK framework proposed by Mishra and Koehler who used this conception to describe how teachers' understanding of technologies and pedagogical content knowledge interact with one another to produce effective teaching with technology, researchers began to study both in-service and pre-service teachers' knowledge related to effectively integrating technology based on this framework in recent years.However, in many cases, technological skills were trained free from specific educational context instead of integrating into pedagogy and content because pure technology is not helpful to develop pedagogical and content knowledge in teaching and learning practice.Based on the previous researches, this study intends to explore the following two research questions through an empirical study. 1) What is the current situation of pre-service English teachers' TPACK? 2) Can micro-lesson practice enhance pre-service English teachers' TPACK level? Both quantitative and qualitative analyses are applied in this research with construnctivism and TPACK framework as theoretical basis. Via the adapted questionnaire, 37 pre-service English teachers participated in the survey and micro lecture experiment. Conclusion has yield through comprehensive and elaborate analysis of data gathered by the scale and discourse analysis of peer observation.The participants from Northwest Normal University are involved in the pre and post survey by the scale adapted from Schmidt(2009). According to the data analysis and discourse analysis, it can be seen that current pre-service English teachers' TPACK is of mediate level and the “design learning” micro curriculum effectively promotes the improvement of the level of TPACK for pre service English teachers,especially 4 composite elements, TPK, PCK, TCK, TPACK have been significantly improved. During the practical period of the micro lesson, pre-service English teachers pay more and more attention to TPACK gradually.Six chapters are included in this thesis. Chapter one expounds the research background of this study,and then states the research purpose of this study. Chapter two is literature review including the study relevant to teacher knowledge, TPACK framework as well as literature relevant to micro-lesson. Chapter three outlines the theoretical foundations of this study: constructivism and TPACK framework. Chapter four presents the research design. Two research questions, participants of the study, two kinds of research instruments are expounded in this part. Experimental process and data collection procedures are also elucidated in this section. Chapter five includes the results of the pre-test and post-test and content analysis of subject reflection. Discussions for this research are provided. Chapter six is the summary and limitations as well as implications of this study.