小学英语教师TPACK现状调查与影响因素分析

发布时间：2024-10-02 22:52

　　随着信息技术在社会生活中的应用逐渐增加,技术整合在教育领域也受到了欢迎。为了跟上发展的步伐,教师不仅要掌握新兴技术,还要懂得如何将技术与学科内容以及教学法相结合。Mishra和Koehler对此提出了一个概念性的框架,即整合技术的学科教学法知识(TPACK),用以理解教师进行技术整合所需具备的知识。迄今尽管有不少学者致力于TPACK的发展,国内有关于小学英语教师的研究仍然较少。基于此,本文对小学英语教师TPACK水平以及其影响因素的研究,旨在为教师的TPACK发展提供建议。本文主要采用定量的研究方法,研究小学英语教师的TPACK水平及其影响因素,共135个小学英语教师参与了调查。研究数据通过网上和实地发放问卷相结合的形式收集获得。基于研究问题,作者采用了两份问卷。第一份问卷用于调查小学英语教师的TPACK水平,第二份问卷旨在调查影响小学英语教师TPACK水平的因素。研究发现,(1)小学英语教师的TPACK水平总体令人满意。就基础要素而言,教师在PK上的得分高于TK和CK。就整合要素而言,相较于TPK和TPCK,教师在TCK和PCK上的得分更高,这意味着教师在整合学科内容和技术以及学科内容...

【文章页数】：84 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
摘要
Abstract
1. Introduction
    1.1 Research background
    1.2 Significance of this study
    1.3 Research purpose
    1.4 Structure of the thesis
2. Literature Review
    2.1 Technological pedagogical content knowledge (TPACK)
        2.1.1 Framework of TPACK
        2.1.2 Measurement of TPACK
    2.2 English teacher's TPACK
        2.2.1 Definition of English teacher's TPACK
        2.2.2 Measuring of English teacher's TPACK
        2.2.3 Summary
        2.2.4 Contextual factors influencing English teacher' TPACK
        2.2.5 Summary
3. Research Methodology
    3.1 Research questions
    3.2 Participants
    3.3 Research instruments
        3.3.1 Design of questionnaire "TPACK levels of English teachers in primaryschool
        3.3.2 Reliability and validity
        3.3.3 Design of questionnaire "Influencing factors of English teachers' TPACKlevel"
        3.3.4 Reliability and validity
    3.4 Data collection and analysis
    3.5 Summary
4. Results and Discussion
    4.1 Results of TPACK levels of English teachers
        4.1.1 TK levels of English teachers
        4.1.2 CK levels of English teachers
        4.1.3 PK levels of English teachers
        4.1.4 PCK levels of English teachers
        4.1.5 TPK levels of English teachers
        4.1.6 TCK levels of English teachers
        4.1.7 TPCK levels of English teachers
    4.2 Results of demographic characteristics of English teachers' TPACK
        4.2.1 Differences of English Teachers' TPACK in gender
        4.2.2 Differences of English Teachers' TPACK in teaching experience
        4.2.3 Differences of English Teachers' TPACK in educational background
    4.3 Results of the mediating effect of PCK, TCK, and TPK
        4.3.1 Mediating role of PCK, TCK on the relationship between CK and TPCK
        4.3.2 Mediating role of PCK, TPK on the relationship between PK and TPCK
        4.3.3 Mediating role of TCK, TPK on the relationship between TK and TPCK
    4.4 Results of contextual factors influencing English teachers9TPACK
        4.4.1 Correlation analysis between TPACK and its influencing factors
        4.4.2 Multiple Regression Analysis between TPACK and its influencing factors
    4.5 Discussion
        4.5.1 TPACK levels of English teacher
        4.5.2 Demographic characteristics of English teachers' TPACK
        4.5.3 The mediating effect of second-level knowledge bases
        4.5.4 Contextual factors influencing English teachers' TPACK
    4.6 Summary
5. Conclusion
    5.1 Major findings of the research
    5.2 Implications for English teachers' TPACK development
        5.2.1 Boosting teachers' motivation and self-efficacy
        5.2.2 Providing support by leader, colleague and industry expert
        5.2.3 Providing support by school administration
        5.2.4 Reframing educational technology training
        5.2.5 Providing support by government administration
    5.3 Research limitations and suggestions for future study
Bibliography
Appendix A: Questionnaire One
Appendix B: Questionnaire Two



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