Influencing Factors Of Technological Pedagogy Content Knowledge’s Development For Pre-Service English Teachers In China

Abstract

Technology has been highly integrated into almost all the domains of society, including educational fields. As a reserve resource of teachers, the training of pre-service English teachers' educational informatization ability has to be placed in a highly valued position. A quantitative method was used to investigate Technological Pedagogy Content Knowledge (TPACK) of 215 pre-service English teachers with questionnaires. Statistical Package for Social Science 26.0 (SPSS 26.0) was used to analyze the collected data. Results show that 1. Gender has no significant effect on TPACK of pre-service English teachers. 2. Internship experience has a significant impact on TK of TPACK framework; and Educational Technology Course has significant impact on both TPACK and TK, CK, PCK of TPACK framework for pre-service English teachers. 3. Linear multiple regression was employed to ascertain that TPK, TCK and TK have significant predictors of TPACK. It is suggested that Class Teaching, Instructors Training, Assessment Requirements and Internship Experience should be optimized to cultivate pre-service English teachers to satisfy the requirements of information age.