边疆民族地区高校英语教师TPACK现状、归因及对策研究

A Study on EFL Teachers’ TPACK Level in Northwest Minority Areas

本文采用混合式研究方法对边疆民族地区大学英语教师TPACK的现状及其影响因素开展了调查。对92名教师的问卷调查显示:教师TPACK水平较低;技术相关的TPACK维度值偏低;性别、民族、教龄、职称和参加培训次数对教师TPACK各要素有不同程度的影响。对4名教师的质性研究发现,教师对技术的重要性认知不足、技术能力欠缺、缺少培训学习和环境支持。研究提出要从转变教师观念、提高教师认知、开展教学理念和技术知识培训、加强环境建设等方面提升教师TPACK水平。

A mixed research method is adopted in this paper to understand college English teachers’ TPACK level and its influence factors in northwest minority areas. The questionnaire on 92 teachers shows college English teachers’ TPACK level is low and so is the technologyrelated level. Demographic variables as gender,nationalities,teaching age,professional title and training frequency are found to have influence on the elements of TPACK respectively. With an interview of 4 teachers,the study finds that teachers’ inadequate cognition of technology,lack of related knowledge and context support are the factors affecting English teachers ’TPACK. Three development strategies are put forward for the improvement of TPACK as enhancing teachers ’ cognition and beliefs of technological knowledge,training their skills through teacher programs and improving the context of TPACK.