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The Study of Developing Prospective English Teachers’TPACK

Guangzhen Zhu

Abstract


This study aims to investigate how to develop prospective English teachers’ TPACK and thus help them qualify for the eff ective use of educational technology in their future English teaching. For this purpose, this study selected 30 students majoring English education of the workshop in Xi’an Fanyi University as object, and designed a training program which comprised three modules and nine topics that cover all the factors of TPACK. The program lasted for a whole term of 16 weeks. After the completion of the program, a follow-up survey on those prospective English teachers’ satisfaction about the program was carried out, which shows that the program was welcomed and satisfactory.

Keywords


TPACK; Prospective teachers; English teaching

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References


[1] Franziska Zimmermann, Insa Melle, and Johannes Huwer.“Developing Prospective Chemistry Teachers’ TPACK−A Comparison between Students of Two Different Universities and Expertise Levels Regarding Their TPACK Self-Efficacy, Attitude, and Lesson Planning Competence”. Journal of Chemical Education, 2021, (98): 1863-1873.

[2] Qi Can, Zhang Hong. “The Cultivation of Informatization Teaching Ability of Young Teachers in Colleges and Universities under the Framework of TPACK”. China Adult Education, 2017, (3): 137-140.

[3] Mishra P, Koehler M J. “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge” . Teachers College Record, 2006, (6): 1017-1054.

[4] Zheng Zhigao, Zhang Liguo. “Practical Research of Pre-service Teachers’ TPACK Development Based on Design-based Learning”. Instruction and Teacher Professional Development, 2019, (6): 86-94.

[5] Zhou Ying, Mo Zongzhao. “Review, reflection and prospect of TPACK Research in China”. Heilongjiang Ｒesearches on Higher Education, 2019, (8): 59-64.




DOI: http://dx.doi.org/10.18686/ahe.v7i7.7605

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