A Study On Current Status And Influencing Factors Of English Teachers’ TPACK In Senior High Schools In Xinjiang

Under the background of the era of “educational informatization 2.0”,teachers must not only master basic subject knowledge,but also integrate information technology and subject knowledge to adapt to modern teaching.Mishra and Koehler（2005）put forward the concept of TPACK,that is,Technological Pedagogical Content Knowledge,in order to better understand the knowledge that teachers should master in the context of informatization.Based on this,this paper conducts a research on the current status and influencing factors of TPACK for English teachers in senior high schools in Xinjiang,aiming to provide implications and suggestions for promoting the professional development of teachers.This paper firstly sorts out the research on TPACK at home and abroad,and elaborates the connotation and elements of TPACK in detail.Referring to the questionnaire developed by Schmidt et al（2009）,the author compiled a questionnaire adapted to the region,taking 429 high school English teachers in Xinjiang as the research subjects,selecting 9 teachers from the subjects who participated in the questionnaire to conduct interviews,so as to analyze the current status of high school English teachers’ TPACK and influencing factors.The research found that:（1）The level of high school English teachers’ TPACK in Xinjiang is at the upper-middle level.From the perspective of each dimension,the score of teachers’ PK dimension is higher than that of TK and CK dimensions.Among them,teachers’ mastery of TK is the weakest,which indicates that teachers lack information technology knowledge.Among the integration elements,teachers’ mastery of PCK knowledge is higher than that of TCK,TPK and TPACK,which indicates that when information technology is integrated with content knowledge and pedagogy,teachers’ integration ability becomes weaker.（2）There is a significant correlation between the level of senior high school English teachers’ TPACK and their age,gender and information technology training.（3）The level of high school English teachers’ TPACK is also influenced by personal ability,colleagues and school hardware facilities.Finally,according to the current status and influencing factors of TPACK level of English teachers in high schools in Xinjiang,this paper puts forward corresponding suggestions from three aspects: school environment,technological training and professional development.