英语教育专业师范生TPACK的实证研究——以某高校英语教育专业师范生为例.docx

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Title: An Empirical Study of TPACK among English Education Preservice Teachers – A Case Study of Students from a Certain University's English Education Major
Abstract:
This research aims to investigate the technological pedagogical content knowledge (TPACK) levels among English education preservice teachers at a specific university. It examines the integration of technology in their teaching practices, their pedagogical knowledge, content knowledge, and the interactions among these three dimensions. The study utilizes a mixed-method approach, combining surveys and interviews to gain a comprehensive understanding of the participants' TPACK development. The findings of this research can contribute to the enhancement of teacher education programs and the effective integration of technology in English language teaching.
Keywords: TPACK, English education, preservice teachers, technology integration, teacher education, pedagogical knowledge, content knowledge
Introduction:
In recent years, the advancement of technology has significantly influenced the field of education, including English language teaching. The effective integration of technology in the classroom requires teachers to possess a unique blend of technological skills, pedagogical expertise, and subject knowledge. Technological pedagogical content knowledge (TPACK) represents the intersection of these three areas and plays a vital role in teachers' instructional practices. This research aims to explore the TPACK levels among English education preservice teachers at a specific university, providing valuable insights into the current state of technology integration in English language teaching in teacher education programs.
Literature Review:
1. TPACK Framework: The TPACK framework proposed by Mishra and Koehler (2006) emphasizes the integration of technology, pedagogy, and content knowledge. It provides a comprehensive model for understanding the complexities of effective technology integration in teaching.
2. TPACK in Teacher Education: Several studies have explored TPACK development among preservice teachers. These studies have emphasized the importance of incorporating TPACK in teacher education programs to prepare future educators for technology-enhanced teaching and learning environments.
3. Factors Influencing TPACK Development: Factors such as personal beliefs, attitudes, prior experiences, and digital skills have been found to influence preservice teachers' TPACK development. Understanding these factors can contribute to the design of more effective teacher education programs.
Methodology:
This study adopts a mixed-method approach, combining surveys and interviews to gather comprehensive data on the TPACK levels among English education preservice teachers. A TPACK inventory survey will be administered to collect quantitative data regarding participants' self-perceived TPACK levels. In-depth interviews with a subset of participants will provide qualitative insights into their experiences, challenges, and perceptions regarding technology integration in their teaching practices. Data analysis will involve thematic analysis and quantitative analysis using statistical software.
Results and Discussion:
The results of the study will provide an overview of the TPACK levels among English education preservice teachers. It will shed light on their technological skills, pedagogical knowledge, and content knowledge, highlighting areas of strengths and weaknesses in their TPACK development. The qualitative data from the interviews will provide deeper insights into the factors influencing TPACK development and participants' perceptions of technology integration in English language teaching. Furthermore, the study can identify potential areas of improvement in teacher education programs, aiming to better equip future educators with the necessary competencies to integrate technology effectively in their teaching practices.
Conclusion:
This research examines the TPACK levels among English education preservice teachers at a specific university. By integrating technology, pedagogy, and content knowledge, the study provides valuable insights into technology integration in English language teaching within teacher education programs. The findings will contribute to the enhancement of teacher education curricula, aiming to develop the TPACK levels of future educators and ensure their readiness to effectively integrate technology in the classroom.