A Case Study On Tpack Framework Of Experienced English Teachers In Senior High School

With the development of information technology,the integration of technology and foreign language education has received increasing attention.General Senior High School English Curriculum Standards(2020)formulated by the Ministry of Education clearly states that teachers should actively center on the development of the application of modern information technology in English teaching,and strive to create an information-based teaching environment.This means English teachers in senior high school should not only master the emerging technology but also know how to combine technology with subject content and pedagogy.Technology is reconstructing the knowledge structure of foreign language teachers,which also makes the professional development of English teachers in senior high face new opportunities and challenges.Technological Pedagogical Content Knowledge(TPACK)proposed by Kohler and Mishra provides a new perspective for the integration of technology and teaching for English teachers,and a theoretical basis for the construction of a knowledge framework in their professional development.It can be said that TPACK is the prerequisite and basic guarantee for the integration of technology and English teaching in senior high school.Experienced teachers are the core force of teacher groups and are at the critical point of developing into expert teachers.Compared with pre-service and novice teachers,the growth of experienced teachers has not received enough attention;especially the research on TPACK framework of experienced English teachers in senior high school is insufficient.Based on this,the thesis studies the TPACK framework of experienced English teachers in senior high school,which aims to provide strategies for their TPACK development.This research is a case study,taking three experienced English teachers from a municipal level key senior high school in Chongqing as participants.The research questions are:(1)What is the present situation of the TPACK framework of experienced English teachers in senior high school?(2)What are the factors that affect the TPACK framework of experienced English teachers in senior high school? Classroom observations and interviews are used in this study.Firstly,the TPACK coding rules of senior high school English teachers’ teaching behaviors are formulated under the features of English teaching in senior high school.Secondly,nine classroom videos of three teachers are coded according to the rules and the frequency and duration proportion of TPACK components of each teacher are calculated.Then the data visualization is realized.Thirdly,based on TPACK theoretical framework,a semi-structured interview outline is designed to conduct with the three teachers.The interview data of the three participants are coded according to the seven dimensions of the TPACK theoretical framework,and comparative analysis is conducted among individual cases.Fourthly,combining the analysis results of the two methods,the TPACK framework of teachers and the factors affecting the TPACK framework of senior high school English experienced teachers are summarized.Finally,based on the research results,the TPACK development strategies for senior high school English experienced teachers are proposed.The results show that:(1)The TPACK framework of senior high school experienced English teachers consists of PK,CK,TK,TPK,TCK,PCK,and TPACK,among which the TPACK and PCK levels of teachers are significantly higher than other TPACK components while TCK,TPK,and TK are deficient.(2)The support of education departments and schools,teachers’ willingness,and the availability and ease of technology use are the factors that affect the TPACK framework of experienced English teachers in senior high school.Based on the findings,this study proposes TPACK development strategies for senior high school English experienced teachers: Firstly,the education department organizes training to improve TPACK level,which should center on the combination of theory and practice and follow-up guarantee mechanism.Secondly,schools should provide opportunities and systems to improve teachers’ TPACK level: increase inter-school cooperation and organize heterogeneous classes for the same subject focusing on technology integration.Lastly,teachers themselves should increase the awareness of technology integration and consciously form a learning community.Although this study systematically analyzes the TPACK framework of experienced English teachers in senior high school,it still has some limitations such as insufficient sample size and representativeness and incomprehensive qualitative data analysis.Therefore,it is necessary to increase the number of participants and expand the research methods in future studies.