School of Languages at XJTLU Conference 2024

In recent decades, educational technology has increasingly become integrated into language education alongside technological advancements. The role of teacher identity and knowledge has been pivotal in effectively implementing modern technologies to enhance learning outcomes. Despite the widespread adoption of Mishra and Koehler’s (2006) technological, pedagogical, and content knowledge (TPACK) framework in numerous studies across various disciplines such as language learning, science, and mathematics, research focusing on teachers of Chinese as a foreign language (CFL) remains limited. Moreover, existing studies have predominantly relied on relatively small samples, thereby constraining the generalisability of findings and the comprehensive consolidation of the TPACK framework using rigorous statistical methods.
To address this gap, the current study examined pre-service CFL teachers’ technological, pedagogical, and content knowledge and their interplay based on the TPACK framework. A total of 742 pre-service CFL teachers participated in online surveys, utilizing a 31-item TCSL-TPACK survey instrument developed by Qiu et al. (2020). Descriptive statistical analysis revealed a disparity in technological knowledge (TK), with basic TK (e.g., using Office processing software) receiving the highest score, while TK related to the use of advanced technologies to facilitate teaching and learning received the lowest score. The findings suggest that pre-service teachers have demonstrated greater proficiency in content and pedagogical knowledge as well as basic TK compared to advanced TK. These findings not only advance the TPACK framework but also provide valuable insights for the development of teacher training program curricula. They underscore the importance of pre-service teachers enhancing their advanced TK to align with recent technological advancements to bolster their teaching skills and efficacy accordingly.
References
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
Qiu, C. A., He, H. X., Chen, G. L., & Xiong, M. X. (2022). Pre-service teachers’ perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language. Education and Information Technologies, 27(5), 6367-6391.