An Empirical Study On TPACK Of "Double-Qualified" Teachers In Secondary Vocational Schools

With the growth of education informationizition,vocational education informationization is receiving more and more wide attention by the society.Technological Pedagogical and Content Knowledge(TPACK)which is a framework for teachers’ knowledge during the education informationizition is of great importance to enhance teachers’ ability of effective teaching with the help of technology.Firstly the research reveals current research status of TPACK by domestic and foreign teachers based on a large number of documents reading.Secondly,it devises questionnaire test scale and case study tool according to the 7 elements of TPACK and tries to understand the current status of the " double-qualified" teachers’ TPACK in secondary vocational schools based on the questionnaire survey and analysis to 150 " double qualified" teachers from five secondary vocational schools in Zhangzhou.It also takes three " double-qualified" teachers in Zhangzhou No.2 secondary vocational school as the objects of case study to describe the specific behavior and differences of their TPACK in teaching practice.Finally,in the basis of the results of the study,the main reasons of the present " double-qualified" teachers’ TPACK in secondary vocational schools are discussed and the related development strategies are explored.The result indicates:(1)It is still in low level that the effect of "double-qualified" teachers’ integrating technology into teaching in secondary vocational schools,failing to change the traditional teaching model fundamentally.Among them,the knowledge levels of Content Knowledge(CK)、Pedagogical Knowledge(PK)、Pedagogical Content Knowledge(PCK)are relatively high,followed by those of Technological Content Knowledge(TCK)、Technological Pedagogical Knowledge(TPK)、Technological Knowledge(TK)and Technological Pedagogical Content Knowledge(TPCK).However,the questionnaire survey shows that in 5secondary vocational schools in Zhangzhou,the "double-qualified" teachers’ TPACK is generally above average,while the case study analysis shows that the actual level of the "double-qualified" teachers’ TRACK is slightly lower than their self-evaluation level in thequestionnaire.(2)The teachers’ teaching experience in secondary vocational schools has more distinct influence on the development of the "double-qualified" teachers’ TPACK than their gender、education background or other factors do,which has a certain internal law.Based on the comprehensive research results and the excellent experience at home and abroad,this study put forward the training strategies for the development of TPACK of "double-qualified" teachers in secondary vocational schools,which includes stimulating the enthusiasm of teaching innovation,constructing the technology learning community,carrying out stratified and focused training,developing Network platform in secondary vocational schools,improve the enterprise practice system and so on.