A Study on the Correlation Between TPACK and Teaching Belief of Middle School English Teachers in Lhasa

Abstract

This paper adopts a combination of quantitative and qualitative research methods, mainly discussing the current situation of TPACK and teaching beliefs of English teachers in Lhasa middle schools, and the correlation between them. The results show that the overall level of TPACK and teaching beliefs of middle school English teachers in Lhasa is relatively reasonable, but the development of each dimension is not balanced. Middle school English teachers' TPACK is moderately correlated with teaching beliefs.