Examination of Teachers’ Technological Pedagogical Content Knowledge: A Western Regional Perspective of China’s Compulsory Education System

Abstract

Educational technology can provide many advantages for teaching and learning. However, the regional disparity is a well-known result of imbalanced development in China, and the understanding of Western teachers’ technological competence is incomplete. This study utilized the Technology, Pedagogy, Content Knowledge Framework (TPACK) in order to examine the overall status and influence of gender toward teachers’ technological competence in Western China. The survey method was employed to understand the participants (n = 361) perception of their level of TPACK. The results showed that teachers’ pedagogy knowledge and content knowledge were perceived as the highest among the seven types of knowledge examined. All types of technology-related knowledge were perceived as the lowest. Examination of gender influences showed that males perceived significantly higher levels of pedagogy knowledge, technology knowledge, and technological content knowledge. These findings contributed preliminary evidence of the status of teachers’ TPACK in Western regions of China and suggested that additional policies and initiatives should be targeted toward improving all teachers’ technological competence, particularly among female teachers in the compulsory education system.