Li Wang1, Fangfang Jiang2, Qian Liang1
1College of Foreign Studies, Guangxi Normal University, Guilin, China
2Foreign Language School Attached to Guangxi Normal University, Guilin, China
The extensive use of information and communications technology in the field of education has put forward higher requirements for teachers’ knowledge and ability in teaching. The present study examined pre-service EFL teachers’ technological pedagogical and content knowledge. A total of 191 pre-service EFL teachers in a provincial normal university were selected as research subjects, and the questionnaire method was used to investigate their technological pedagogical content knowledge. The results indicated that pre-service EFL teachers’ technological pedagogical and content knowledge is at a medium level. In addition, under the influence of smart learning environment, technological content knowledge had the greatest predictive effect on the improvement of technological pedagogical content knowledge, while pedagogical content knowledge had a negative predictive effect on TPACK. Based on the above results, two suggestions were proposed to improve pre-service EFL teachers’ technological pedagogical and content knowledge, namely, constructing the TPACK curriculum system and strengthening the systematic learning of technological pedagogical content knowledge.
Pre-service EFL teachers, Smart learning, Technological pedagogical content knowledge, Technological content knowledge, Pedagogical content knowledge
Li Wang, Fangfang Jiang, Qian Liang. Exploring Pre-service EFL Teachers’ Technological Pedagogical and Content Knowledge (TPACK) in Smart Learning Environment. Frontiers in Educational Research (2023) Vol. 6, Issue 21: 119-126. https://doi.org/10.25236/FER.2023.062120.
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