职前英语教师技术整合自我效能与TPACK的关系研究

发布时间：2023-05-28 14:38

　　整合技术的学科教学知识(TPACK)是教师对学科内容知识、教学法知识和技术知识的相互作用的理解,被认为是教师使用技术进行有效教学的知识基础。技术整合自我效能作为TPACK的影响因素,对教师TPACK的发展起到了重要的作用。近年来,一些学者开始探究技术整合自我效能与TPACK的关系,但现有研究很少涉及到英语学科以及职前教师。因此,本研究采用定量与定性相结合的研究方法对职前英语教师技术整合自我效能与TPACK的关系进行探讨,以期为职前英语教师TPACK的发展提供启示和建议。本论文意欲探讨以下三个问题:(1)职前英语教师技术整合自我效能总体情况如何?不同性别、学位的职前英语教师在技术整合自我效能方面是否存在差异?(2)职前英语教师TPACK总体情况如何?不同性别、学位的职前英语教师在TPACK方面是否存在差异?(3)职前英语教师技术整合自我效能与TPACK的相关关系如何?职前英语教师的技术整合自我效能对其TPACK的预测程度如何?本研究以281名来自山东师范大学英语专业师范生以及英语教育硕士为研究对象,采用问卷调查法以及半结构访谈法对数据进行收集,并将定量数据录入到SPSS22.0进行统计分...

【文章页数】：82 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Technology Integration Self-efficacy
        2.1.1 Definitions of Technology Integration Self-efficacy
        2.1.2 Studies on Technology Integration Self-efficacy Abroad and at Home
        2.1.3 Measurement of Technology Integration Self-efficacy
    2.2 Studies of Technological Pedagogical Content Knowledge(TPACK)
        2.2.1 Definitions of TPACK
        2.2.2 Components of TPACK Framework
        2.2.3 Studies on TPACK Abroad and at Home
        2.2.4 Measurement of TPACK
    2.3 Studies on the Relationship between Technology Integration Self-efficacy and TPACK Abroad and at Home
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Technology Integration Self-efficacy Scale
        3.3.2 TPACK Scale
        3.3.3 Semi-structured Interview
    3.4 Data Collection and Analysis
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter Four Results and Discussion
    4.1 Technology Integration Self-efficacy of Pre-service English Teachers
        4.1.1 General Situation of Pre-service English Teachers' Technology Integration Self-efficacy
        4.1.2 Differences in Pre-service English Teachers' Technology Integration Self-efficacy Based on Gender
        4.1.3 Differences in Pre-service English Teachers' Technology Integration Self-efficacy Based on Degree
    4.2 TPACK of Pre-service English Teachers
        4.2.1 General Situation of Pre-service English Teachers' TPACK
        4.2.2 Differences in Pre-service English Teachers' TPACK Based on Gender
        4.2.3 Differences in Pre-service English Teachers' TPACK Based on Degree
    4.3 The Relationship between Pre-service English Teachers' Technology Integration Self-efficacy and TPACK
        4.3.1 The Correlation between Pre-service English Teachers' Technology Integration Self-efficacy and TPACK
        4.3.2 The Predictive Validity of Technology Integration Self-efficacy on TPACK
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
Bibliography
AppendixⅠ
AppendixⅡ
AppendixⅢ
Publications
Acknowledgements



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