Search

Research on the Teaching Knowledge Structure of Preservice Primary School Chinese Language Teachers from the Perspective of Integrating Technology

Author(s)

Zhuo Wang*

Affiliation(s)

School of Education Science, Shaanxi Xueqian Normal University, Xi’an, Shaanxi, China *Corresponding author.

Abstract

This study delves into the TPACK knowledge structure of preservice primary school Chinese language teachers, including its theoretical construction, model design, classroom practices, and the influencing factors and configuration strategies. Through a theoretical analysis of the foundation and characteristics of the TPACK knowledge structure framework, quantitative and qualitative methods are employed to measure the structural components and construct a model suitable for primary school Chinese language teaching. It thoroughly analyzes teachers' practices in classroom behavior, teaching media, and TPACK dimensions, and examines the individual, organizational, subject, environmental, and technological differences, proposing targeted configuration strategies. This comprehensive study offers essential insights for the training and support of preservice primary school Chinese language teachers and contributes to advancing educational quality and innovation.

Keywords

TPACK; Preservice Primary School; Chinese Language Teachers; Knowledge Structure

References

[1]Mishra, P., Koehler, M. (2006). Technological Pedagogical Content Knowledge: a Framework For Teacher Knowledge. Teachers College Record, 6(108), 1017-1054. [2]Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., Mäkitalo-Siegl, K. (2017). TPACK Updated To Measure Pre-service Teachers’ Twenty-first Century Skills. Australasian Journal of Educational Technology, 3(33). [3]Kozikoğlu, İ., Babacan, N. (2019). The Investigation Of the Relationship Between Turkish EFL Teachers' Technological Pedagogical Content Knowledge Skills And Attitudes Towards Technology. Dil Ve Dilbilimi Çalışmaları Dergisi, 1(15), 20-33. [4]Tseng, J. J. (2014). Investigating EFL Teachers’ Technological Pedagogical Content Knowledge: Students’ Perceptions. CALL Design: Principles and Practice - Proceedings of the 2014 EUROCALL Conference, Groningen, the Netherlands. [5]Qasem, A. A. A., Viswanathappa, G. (2016). Blended Learning Approach To Develop the Teachers’ Tpack. Contemporary Educational Technology, 3(7). [6]Yurdakul, I. K., Çoklar, A. N. (2014). Modeling Preservice Teachers’ TPACK Competencies Based On Ict Usage. Journal of Computer Assisted Learning, 4(30), 363-376. [7]Kayaalp, F., Gökbulut, B., Meral, E., Namli, Z. (2022). The Effect Of Digital Material Preparation Training On Technological Pedagogical Content Knowledge Self-confidence Of Pre-service Social Studies Teachers. Kuramsal Eğitimbilim, 3(15), 475-503. [8]Wu, Y. (2013). Research trends in technological pedagogical content knowledge (TPACK) research: A review of empirical studies published in selected journals from 2002 to 2011. Br. J. Educ. Technol., 44, 73-96. [9]Tao, Y., Ma, J. (2022). Effects Of the Tpack Levels Of University Teachers On The Use Of Online Teaching Technical Tools. International Journal of Emerging Technologies in Learning (iJET), 20(17), 188-199. [10]Niess, M.L. (2011). Investigating TPACK: Knowledge Growth in Teaching with Technology. Journal of Educational Computing Research, 44, 299 - 317.