师范生TPACK知识的实证研究

Difference and Profiles of Pre-service Teachers' TPACK Knowledge

师范生受国家公费政策支持,要从事中小学教育教学岗位的工作。当前信息技术发展使他们面临把信息技术整合到未来教学中的挑战。TPACK知识理论框架在对职前教师专业发展的研究方面取得了较好成果。本研究利用新加坡Chai,Koh,Tsai,&Tan(2011)开发的TPACK量表,对我国463位大学免费师范生进行了调查。结果发现,与其他研究中职前教师的水平相比,我国免费师范生TPACK知识处于较低水平。师范生TPACK知识水平受到年级和年龄影响,但在性别方面未表现出显著差异。回归分析结果发现,二维整合知识(TCK和TPK)和单一维度知识(CK,TK和PK)均对TPACK水平存在显著贡献。教师教育机构对师范生提供ICT课程时,应考虑到如何通过加强这些基础性知识的学习来促进教师信息技术与课程整合的信心。

Free normal students supported by the national policy, will go to the primary or secondary schools to be a teacher. Current information technology development make them face the challenge of integrating ICT into their instruction. Previous study shows that TPACK framework was a good theoretical foundation for exploring pre-service teachers＇ understanding about teaching in the information age. A survey of 463 pre-service teachers in China was conducted using TPACK scale developed by Chai, Koh, Tsai, ＆ Tan （2011）. Results show that pre-service teachers have lower score of TPACK than those in other countries context. Their TPACK profiles were influenced by the age and grade, but there were no significant difference of gender. Regression analyses show that pre-service teachers＇ TPACK can be predicted significantly by second-level knowledge of TCK, TPK and the first-level of CK, TK, and PK. Teacher education organization should consider how to improve their confidence of integrating ICT into teaching through the development of those basic knowledge.