A Comparative Study Of TPACK Between Pre-service And In-service Junior Middle School English Teachers

At present,education at home and abroad is inseparable from the support of information technology.As a new technology at home and abroad,(TPACK),the subject teaching knowledge of integrated technology,has attracted wide attention of scholars at home and abroad.A considerable number of studies have shown that teachers’ mastery of TPACK technology can play an important role in the improvement of classroom efficiency.As far as English subjects are concerned,a large number of studies have shown that it is necessary for English teachers to improve their TPACK level.English normal students and on-the-job English teachers play an important role in English education as reserve and main force of English education respectively.Therefore,given that TPACK plays an important role in English teaching.The importance of teachers,this study investigates and compares the current situation of TPACK between normal school students and in-service junior middle school English teachers,and investigates the internal factors of the difference in TPACK status of in-service junior middle school English teachers.In this study,a total of 80 students of English major and three secondary schools in a normal university in Fujian province were investigated,and the current status of TPACK in both of them was investigated by the questionnaire method.The author interviewed three English teachers and three English teacher students in the in-service junior middle school through the interview.The purpose of this study is to study the following three questions:(1)What is the current status of TPACK in normal and in-service English teachers? How does each dimension behave?(2)How is the correlation between the normal student and the internal factor of the English teacher’s TPACK in the in-service junior middle school?(3)Is the TPACK level of in-service English teachers related to gender,teaching age,academic background and professional title?The results are as follows:(1)the overall level of TPACK of junior middle school English teachers is higher than that of senior English normal students.The scores of TPACK dimensions of in-service English teachers are arranged as follows: PK> PCK > TCK > TPK >TPCK > CK > TK,and TK(technical knowledge)is relatively low.Knowledge of composite dimensions related to T(Technology)is relatively lower.TK > TCK > TPK > PK > TPCK >CK,among which,TK(technical knowledge(the highest score)was the lowest in all dimensions of normal school students.The score of,CK(subject content knowledge was the lowest.Division The average score of TK(Technical knowledge)of Fan Sheng is higher than that of in-service junior middle school English teachers,and the scores of on-the-job teachers in other dimensions are higher than that of normal school students.(2)the relationship among the seven dimensions of TPACK of in-service teachers was pairwise positive correlation.The order from high to low was TPK > TCK > PCK > competition > TK > CK,TPK and TPACK,while CK and TPACK had the least correlation.The relationship among seven dimensions of normal school students was pairwise positive correlation.The order of TPACK from high to low was: TPK > TCK > PCK > competition > CK > TK;and TPACK of normal students was the lowest one was TK.,TPK,was the lowest.(3)the overall TPACK level of active junior middle school English teachers is influenced by gender,age and professional title,but the academic background has little effect on the working junior middle school English teachers.In order to improve the TPACK level of normal school students and on-the-job junior middle school English teachers,the author also puts forward some suggestions on the related administrative departments,teachers themselves and schools.