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职前和在职初中英语教师TPACK对比研究.docx

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职前和在职初中英语教师TPACK对比研究 Title:AComparativeStudyofPre-serviceandIn-serviceMiddleSchoolEnglishTeachers'TPACKnowledge Introduction: TechnologicalPedagogicalContentKnowledge(TPACK)frameworkintegratestechnology,pedagogy,andcontentknowledge,enablingteacherstoeffectivelyintegratetechnologyintotheirteachingpractices.ThisstudyaimstocomparetheTPACknowledgeofpre-serviceandin-servicemiddleschoolEnglishteachers,exploringtheirsimilaritiesanddifferences.Byunderstandingthegaps,teachereducationprogramscanbebettertailoredtomeettheneedsofbothgroupsandenhancetheintegrationoftechnologyinEnglishlanguageteaching. Methodology: Toconductthiscomparativestudy,participantswillbedividedintotwogroups:pre-serviceteachers(thosewhohavecompletedteachereducationprogramsbuthavenotgainedfull-timeteachingexperience)andin-serviceteachers(thosecurrentlyteachinginmiddleschoolEnglishclassrooms).Datawillbecollectedthroughinterviews,questionnaires,andclassroomobservations. ResultsandAnalysis: 1.TechnologicalKnowledge(TK): Pre-serviceteachers:Itisexpectedthatpre-serviceteacherswillhaveahigherlevelofTKastechnologyintegrationisacorecomponentofteachereducationprograms. In-serviceteachers:In-serviceteachersmayexhibitvariationintheirlevelofTK,influencedbyfactorssuchasage,teachingexperience,andprofessionaldevelopmentopportunities. 2.PedagogicalKnowledge(PK): Pre-serviceteachers:Withafocusonpedagogicaltechniques,pre-serviceteachersmaypossessastrongfoundationofPK.However,theymaylackreal-worldapplicationandexperience. In-serviceteachers:In-serviceteachersmaydemonstrateagreaterdepthofpedagogicalknowledgeduetoclassroomexperience.However,theymayneedsupportinadaptingpedagogicalpracticestoeffectivelyintegratetechnology. 3.ContentKnowledge(CK): Pre-serviceteachers:Pre-serviceteacherswillhaveasolidfoundationincontentknowledgeasaresultoftheirteachereducationprograms. In-serviceteachers:In-serviceteachersmayhaveadeepercontentknowledgeduetoteachingexperience,buttheymayrequireadditionaltrainingtoupdatetheirknowledgeandstaycurrentwit