英语论文网

First, what is clearly stressed is that TPACK has been heightened inteacher education related projects. For example, some researchers have developed mathematics teacherTPACK standard, and the position of TPACK is a clear target in teacher education.Another scholar,Williams (2011) put forward that TPACK must be clearly emphasized in pre-teacher education course, andTPACK-centered unit should be formed. Second, it is to explore the developing strategies of TPACK,further emphasize the TPACK as the basic goal of teacher education.
........

Chapter Three Theoretical Framework........19
3.1 Constructivism...........19
3.2 Connectivism............. 213
.3 Situated Cognition..... 23
3.4 Summary..........25
Chapter Four Research Design.......... 26
4.1 Research Questions....26
4.2 Participants.......26
4.3 Instruments.......26
4.4 Research Methods......27
4.5 Research Procedures............28
4.6 Data Collection.......... 34
Chapter Five Results and Discussion.......... 38
5.1 Data Analysis of Questionnaires............. 38
5.2 Discourse Analysis of Peer Observation...........45
5.3 Discussions...... 47

Chapter Five Results and Discussion

5.1 Data Analysis of Questionnaires

In pre-survey, 37 copies of questionnaires were sent out via SO JUMP. 37 copies were received withinthe first week of the pre-survey, and the recovery was 100%. Meanwhile, the post survey was carriedwithin the last week of this micro lesson practice, and 36 valid questionnaires were statistically analyzedwith a general effective rate of 100%. A total of 37 pre-service English teachers participated in theinvestigation, including 34 women pre-service English teachers, 3 men pre-service English teachers.It can be seen from the table 5.1 that the score of all the seven constructs is below 3.5. The distributionfrom high to low is Pedagogical Content Knowledge with the mean score of 3.49, Pedagogical ContentKnowledge with the mean score of 3.36, Technological Knowledge with the mean score of 3.32, ContentKnowledge with the mean score of 3.31,Technological Pedagogical Knowledge with the mean score of3.00, Technological Content Knowledge with the mean score of 2.70,Technological Pedagogical ContentKnowledge the mean score of 2.51. Except PCK, it is obvious that scores of three other composite elementswere lower than that of any single element.The Pedagogical Knowledge with the highest score(mean=3.49) in pre-survey is about teachingpractice and teaching methods,associated with educational value, educational purpose, covering the fieldlike students’ learning, classroom management, teaching design and implementation of all the problems onstudent assessment, including the use of teaching method in teaching strategies, students’ learningevaluation. The minimum and maximum is 2 and 4 respectively. Technological Pedagogical ContentKnowledge is formed through PCK, TCK, TPK, three integrated interactive elements. It is about thetechnology application in administering teaching, namely, applying technology to effectively presentspecific subject knowledge, so as to promote students’ understanding of knowledge. This dimension gainsthe lowest score during the pre-survey with the mean score of 2.51, and the highest score of this construct is3 and the lowest of this dimension is 2.On the whole, none of the construct score is highe本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。