The Study On A Comparison Of Technological Pedagogical Content Knowledge Between The Novice And Experienced Chemistry Teacher In Middle School

In the era of educational informatization,information technology is gradually popularized in school classrooms.How teachers take advantage of technology to improve teaching efficiency and promote students’ development has aroused many scholars’ researches and discussions,among which the most representative one is the theory of Technological Pedagogical Content Knowledge(TPACK)proposed by Koehler and Mishra.From three aspects,this paper compares the TPACK of novice and experienced chemistry teachers: the whole and the current level of each dimension,the concept and teaching practice,and the influencing factors.Based on the existing TPACK questionnaires at home and abroad,this study compiled the TPACK status questionnaire and interviews outline for middle school chemistry teachers.Through the questionnaire were distributed online,81 novice chemistry teachers and 117 experienced chemistry teachers were investigated.Combined with the interview records of 2 novice and 2 experienced chemistry teachers and the analysis of two classroom teaching records,the current situation differences of TPACK between novice and experienced chemistry teachers and the related influencing factors were studied.On the basis of the conclusion,this paper puts forward some suggestions for the development of TPACK for novice and experienced middle school chemistry teachers.The main conclusions of this study are as follows:(1)On the whole,the TPACK of experienced chemistry teachers is higher than that of novice chemistry teachers,but there is still room for improvement.From each dimension,Technology Knowledge(TK)of novice chemistry teachers was slightly higher than that of experienced teachers,and Content Knowledge(CK),Pedagogical Knowledge(PK)and Pedagogical Content Knowledge(PCK)of experienced chemistry teachers were significantly higher than that of novice chemistry teachers.(2)From the perspective of the concept and practice of TPACK,novice chemistry teachers pay more attention to the status of technical knowledge,and the thinking and application of integrating technology in teaching are more common and normal.(3)From the perspective of the influencing factors of TPACK,novice chemistry teachers pay more attention to the influence of external environmental factors and self-learning attitude,while experienced chemistry teachers think that the influencing factors are mainly their own technical level and subject knowledge ability.In addition,from the perspective of demographic background,gender has a significant impact on the TPACK of experienced chemistry teachers,and whether the teacher major has a significant impact on the TPACK of novice chemistry teachers.