A Case Study On The TPACK Characteristics Of The Middle School Science Teachers

In recent years,China has paid more and more attention to the construction of teachers' team.The professional development of teachers is the foundation of strengthening the construction of teachers' team in the new era.After a new round of curriculum reform in China,scientific inquiry has become an important part of science curriculum in middle schools and the way of traditional classroom teaching and students' learning has been changed,which provide more joints for the integration of information technology and science curriculum.Because of the complexity of the TPACK itself and the constant update of teaching,it is necessary to further study the TPACK characteristics of teachers.At present,there is no research on the TPACK characteristics of middle school science teachers.Previous studies have shown that the TPACK characteristics differ because teachers are at different professional development stages and teach different subjects.Therefore,this study is of great significance for the TPACK development and professional development of teachers.In order to deeply explore the TPACK characteristics of middle school science teachers who are at different professional development stages,this study selects a new science teacher,a skilled science teacher and an expert science teacher from a middle school as the study subjects,collects the relevant data of teaching practice through classroom observation,interview research and other methods.Based on the TPACK research of Niess and others as well as the SAMR model,this study analyzes the TPACK characteristics and the characteristic levels of middle school science teachers.The analysis shows that there are differences in the TPACK characteristics of middle school science teachers at different professional development stages.At the teachers' different professional stages,TPACK has experienced the change of substitution,enhancement,application and reconstruction.The development of teachers' TPACK is influenced by both subjective and objective factors.The study also finds that middle school science teachers mainly apply the conventional multimedia teaching method,and the application of new technology and new platform needs to be encouraged.According to the findings,the study puts forward some suggestions to improve the TPACK development of middle school science teachers.Middle school science teachers are divided to teams according to their different professional stages and their levels of TPACK development and are offered trainings which are designed in line with the teachers' TPACK characteristics development stages.These help the middle school science teachers at different TPACK characteristics development stages to be promoted to the higher level.In conclusion,this study is of great importance to advance both the TPACK development and the professional development of teachers.