A Study On The Correlation Between TPACK And Integrated Technology Self-Efficacy Of Pre-service Chemistry Teachers

With the vigorous development of educational informatization,more and more developing countries begin to pay attention to the integration of information technology and education.Education informatization has become an inevitable trend.TPACK knowledge,as the embodiment of teachers’ ability to integrate information technology and curriculum,has been attached great importance to in the field of education research and achieved fruitful results.However,the relationship between TPACK and self-efficacy of pre-service chemistry teachers has not been studied in this field.Therefore,it is of great research significance to focus on the status quo of integrated technology efficacy of pre-service chemistry teachers,TPACK level of pre-service chemistry teachers and the relationship between integrated technology efficacy and TPACK level of pre-service chemistry teachers.By combing the relevant literature of TPACK at home and abroad,this study defines the core concepts such as "Pedagogical Content Knowledge","Technological Pedagogical Content Knowledge","self-efficacy" and "integrated technology self-efficacy",and determines the suitable evaluation tools for pre-service chemistry teachers’ integrated technical efficacy.At the same time,based on the seven-dimensional knowledge of the theoretical framework of TPACK:TK,CK,PK,PCK,TCK,TPK,TPACK,combined with the theme of ion reaction,develop a TPACK assessment tool for pre-service chemistry teachers in the real situation.The purpose of this paper is to form a questionnaire on the current situation of TPACK and integrated technical efficacy of pre-service chemistry teachers,in order to understand the current situation of TPACK and integrated technical efficacy of pre-service chemistry teachers.In order to test the reliability and validity of the evaluation tool,this study randomly selected 42 pre-service chemistry teachers for preliminary test,optimized the tool according to the analysis results,and finally formed a formal questionnaire.In this study,127pre-service chemistry teachers from a normal university in Hubei Province were formally tested,and the pre-service chemistry teachers’integrated technical efficacy and the status of TPACK were investigated through a questionnaire method.At the same time,it analyzes the influence of demographic variables and educational practice experience on pre-service chemistry teachers’ integrated technical efficacy and TPACK and on this basis analyzes the relationship between pre-service chemistry teachers’ integrated technical efficacy and TPACK.At the same time,the interview method is used to further explore the current situation and possible influencing factors of pre-service chemistry teachers’ TPACK and integrated technical efficacy.Finally,according to the research results,the paper puts forward some suggestions for the professional development of pre-service chemistry teachers.The conclusions of this study are as follows:(1)The overall efficiency of pre-service chemistry teachers in integrating technology is not high,and their self-evaluation confidence is insufficient.The average score of pre-service chemistry teachers’ integrated technical efficacy is 3.82 points,which is in the middle level.The order of the average score of each dimension is:self-evaluation result expectation(EOE)>self-efficacy about teaching(ST)>technical choice self-efficacy(STC)>student self-efficacy(SS)>social feedback result expectation(SOE).(2)Analysis on the influencing factors of pre-service chemistry teachers’ sense of integrated technology efficacy:there is no significant difference between the genders of pre-service chemistry teachers’ sense of integrated technology self-efficacy.There is no significant difference in the effectiveness of integration technology among pre-service chemistry teachers of different grades.The pre-service chemistry teachers who had taken information technology courses and those who had not taken information technology courses showed significant differences only in the dimension of students’ self-efficacy(SS).(3)The TPACK of pre-service chemistry teachers is at a medium to high level,and the development of the seven knowledge levels of TPACK is uneven.The order of pre-service chemistry teachers’ scores on the seven dimensions of TPACK is CK>TCK>PCK>TPACK>TPK>PK>TK.(4)Analysis of factors affecting TPACK of pre-service chemistry teachers:pre-service chemistry teachers of different genders only show significant differences in the TK dimension.Pre-service chemistry teachers of different grades have significant differences in the two dimensions of CK and TPK,but there is no significant difference in the dimensions of TK,PK,TCK,PCK,and TPACK.Different majors only have a significant impact on the level of pre-service chemistry teachers in the four dimensions of CK,PCK,TCK,and TPACK.Whether or not you have taken courses related to information technology has no significant impact on the overall and all dimensions of the TPACK of pre-service chemistry teachers.The study of pedagogy and psychology courses will have a positive impact on the PCK of pre-service chemistry teachers.The educational practice experience will have an impact on the PCK,TCK,TPK and TPACK of pre-service chemistry teachers.(5)Analysis of the relationship between pre-service chemistry teachers’ integrated technical efficacy and TPACK:There is a significant positive correlation between integrated technical self-efficacy and TPACK.Regression analysis results show that pre-service chemistry teachers’ integrated technical self-efficacy has a significant positive effect on their TPACK,which can explain 18.6%of the change in TPACK.In addition,the ST and STC dimensions that integrate technical self-efficacy can effectively predict the TPACK of pre-service chemistry teachers.The innovation points of this study are as follows:(1)Develop a TPACK evaluation tool for pre-service chemistry teachers based on real themesMost of the domestic teachers’TPACK evaluation tools are directly borrowed from foreign scales,and the topics are generalized and not targeted.TPACK evaluation tools designed based on real themes have not yet been seen.This research refers to foreign authoritative TPACK evaluation tools,and uses ion reaction as a carrier to develop TPACK evaluation tools for pre-service chemistry teachers based on real situations.Through SPSS analysis,the evaluation tool is optimized,and it can be used for TPACK evaluation under the real situation of pre-service chemistry teachers.This tool is designed for the characteristics of chemistry disciplines,which can further enrich the domestic pre-service chemistry teacher TPACK evaluation research.(2)To enrich the research on the relationship between TPACK and teacher efficacy among domestic chemistry teachersThere are few studies on the relationship between teacher TPACK and self-efficacy in China,and chemistry discipline has not been involved.Therefore,this study can enrich the research content on the correlation between TPACK and self-efficacy factors of domestic chemistry teachers,and supplement the deficiency of the research on the relationship between TPACK and teacher self-efficacy in domestic chemistry teachers.