An Analysis of College EFL Novice Teachers’ TPACK Level and TPACK Cognition
Abstract
The use of intelligence technology encouraged teachers to develop their professional ability. For college EFL teachers, the integration of information technology has become an important topic. TPACK, as a key teacher knowledge framework, fosters their continuous professional development. However, the current reality is that novice teachers lacked confidence in their TPACK abilities and had a negative attitude towards the value of IT in education. It is also difficult for them to use information technology to enrich their instructional design. The purpose of this research is to investigate the TPACK level and TPACK cognition of college EFL novice teachers, which are (1) What is the TPACK level of college EFL novice teachers? (2) What is the TPACK cognitive level of college EFL novice teachers? (3) What is the relationship between novice teachers’ TPACK cognition and their TPACK level? For this purpose, the paper will use quantitative research methods to find the answer and the descriptive analysis and linear regression analysis are used. This study finds that TPACK level and TPACK cognition of college EFL novice teachers are both at moderate level and TPACK cognition has great influence on the TPACK levels of novice teachers. The study concludes that improving teachers' TPACK awareness can help improve their practical application ability.
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References
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