The Relationship Between TPACK And TISE In Secondary School Physics Teachers

The significant development of information technology has had a profound impact on the field of education.Traditional instruction is facing new opportunities and challenges in the context of the information technology era,and how to integrate information technology with instruction has become one of the hot issues of concern for educators and scholars.TPACK(Technological Pedagogical Content Knowledge)has received much attention as a reflection of teachers’ ability to integrate information technology into instruction,and research has identified teacher TISE(Technology Integration Self-efficacy)as an important factor influencing the integration of information technology into instruction.Through reviewing the literature,it can be seen that in order to promote the deep integration of information technology and teaching,foreign researchers have conducted a lot of research on the relationship between TPACK and TISE,and the results are relatively fruitful,but the research on the relationship between TPACK and TISE by domestic researchers has started late and is still lacking.Therefore,in order to promote the professional development of physics teachers in the information age,this thesis focuses on the current situation of TPACK and TISE and their relationship in secondary school physics teachers.Based on the above,three studies were conducted in this paper using literature research method,questionnaire survey method and semi-structured interview method:Study 1 was an adaptation and examination of the TPACK and TISE questionnaires for secondary school physics teachers.The questionnaire for secondary school physics teachers was developed based on the TPACK questionnaire developed by Schmidt(2009)and the TISE questionnaire developed by Perkmen(2008),and an item analysis and reliability and validity tests were conducted on the questionnaire before the formal questionnaire was finally established.Study 2 was a quantitative study of the relationship between TPACK and TISE among secondary school physics teachers.Based on Study 1,this study used 323 secondary school physics teachers nationwide as respondents and analyzed the data from the returned questionnaires using SPSS 26.0 in order to investigate the current situation of TPACK and TISE among secondary school physics teachers and their relationship.Study 3 is a qualitative study of the relationship between TPACK and TISE among secondary school physics teachers.In this study,semi-structured teacher interviews were conducted with 15 secondary school physics teachers using an interview outline prepared by the author to further explore the current status of TPACK and TISE and the influencing factors in order to explore the paths to promote the integration of IT and physics teaching from the teachers’ perspective.The brief findings of this study are as follows:(1)most secondary school physics teachers have high TPACK and TISE levels overall,with the overall mean TPACK and TISE scores of 3.71 and 3.74(out of 5);(2)secondary school physics teachers’ TPACK and TISE tend to increase gradually with teaching age;(3)secondary school physics teachers’ TPACK dimensions differ significantly in terms of gender,school level,teaching age,title,and teaching region;secondary school physics teachers’ TISE and TISE dimensions differ significantly in terms of overall and individual teaching region;and secondary school physics teachers’ TISE and TISE dimensions differ significantly in terms of title and teaching region,(3)There are significant differences between some dimensions of TPACK of secondary school physics teachers in terms of gender,school level,teaching age,title and teaching area;there are significant differences between some dimensions of TISE of secondary school physics teachers in terms of title and teaching area;(4)TPACK and TISE of secondary school physics teachers are positively correlated overall and in all dimensions;(5)The interviews revealed that secondary school physics teachers have a high level of understanding of technology tools,but the use of technology tools is mainly PPT(4)the factors affecting the integration of IT and physics teaching mainly include teachers’ perceptions,technical equipment and evaluation criteria;most teachers’ ability to integrate information technology into teaching needs to be further strengthened.Based on the analysis of the research findings,the author puts forward five suggestions for promoting the integration of information technology and instruction: providing technology resource support,strengthening technology teaching training,conducting technology teaching and research activities,holding technology teaching competitions,and establishing a technology teaching evaluation system,etc.,and points out the insufficiency of this study for future research reference.