The Investigation and Analysis of Pre-Service Teachers TOWARD TPACK Competencies

Abstract

Better playing the role of TPACK in the teachers' professional knowledge system calls for the exploration of the relationships between every two levels of TPACK of pre-service teachers. The research data were collected from 232 pre-service teachers studying at Nanjing Normal University. Through the collection and analysis of relevant literature, the purpose of this study was to reveal the current situation of pre-service teacher TPACK and its existing problems, and put forward corresponding countermeasures and suggestions. The results showed that in the TPACK scale, comparatively high scores were measured on the PCK and PK subscales while pre-service teachers attained relatively low scores on TPCK subscale; a positive correlation was discovered between every two levels of pre-service teachers' TPACK; gender level differences showed up at CK level, while no gender level differences existed at the other levels; in terms of the variable of year level diversities were observed at TPCK and PCK level, while no year level diversities occurred at other levels.