An Investigation On The Status Of TPACK For Senior High School English Teachers

In the era of big data,modern information technology is increasingly shining in the field of education and teaching,and in 2005,Kohler and Mishra proposed the concept of Technological Pedagogical Content Knowledge(TPACK).The purpose of this study is to investigate the current situation of the TPACK level of senior high school English teachers in the Tongliao region and analyze its influencing factors,and then make feasible suggestions for improving the TPACK level of senior high school English teachers in the Tongliao region.The author adapted the questionnaire developed by Schmidt et al.in 2009 and made a questionnaire applicable to the Tongliao region.The target population of this study was 128 senior high school English teachers in the Tongliao region,and research methods such as questionnaires,interviews,and classroom observations were used to investigate the study.The research questions were as follows:(1)What is the current status of the TPACK level of senior high school English teachers in the Tongliao region?(2)What are the factors that affect the TPACK level of senior high school English teachers in the Tongliao region?(3)How to effectively improve the TPACK level of senior high school English teachers in the Tongliao region?Based on the results of data collection and analysis,the author found that the TPACK level of senior high school English teachers in the Tongliao region is in the middle to the upper position firstly.The results of the questionnaire showed the following order of scores for each dimension of TPACK: CK> PCK> TCK> TPK>PK= TPACK> TK.The highest score for CK indicates that senior high school English teachers in the region are more confident in their mastery of English subject content knowledge;the lowest score for TK indicates that teachers are less confident in their mastery of technical knowledge.Secondly,the TPACK levels of senior high school English teachers in the Tongliao region were not only influenced by six factors,including their gender,age,teaching experience,educational background,graduation institution,and IT training but also by teachers’ personal abilities,colleagues and hardware facilities in the schools where they teach.Finally,based on the above findings,the author proposed relevant suggestions to improve the TPACK level of senior high school English teachers in this region: firstly,to improve the professional competence of English teachers from the perspective of teachers’ personal development;secondly,to actively carry out mutual support activities so that teachers’ colleagues can complement each other’s strengths;and finally,to seek the support of education and training departments to strengthen relevant training for senior high school English teachers’ TPACK-related knowledge.