Teacher internship student improvement strategy development on TPACK teaching practice
The information age has introduced new requirements for teachers' information-based teaching ability. Teacher education students are the future educators, and improving their TPACK ability is crucial for advancing educational informatization. The purpose of this research is to improve the TPACK ability of primary school teacher internship student through training during the educational internship stage. To this end, three objectives are proposed: 1) To explore the current problem of TPACK ability for teacher internship students. 2) To develop strategy of TPACK ability for teacher internship students. 3) To evaluate the improvement strategy of TPACK ability for teacher internship students. The population and sample group were 55 junior college teacher education students at a normal university in Guangxi who were in the internship stage, and the research was conducted during the period from early March to early May in 2024. Employing literature review to understand TPACK ability level of Chinese teacher education students, analyze and summarize the internal and external factors affecting TPACK, and design two TPACK ability test papers for pre-test and post-test purposes. The pre-test evaluates the TPACK ability of the research subjects, while the post-test evaluates the effectiveness of the TPACK improvement strategy. A targeted TPACK improvement strategy is designed through literature research, this strategy is implemented among the sample. The results revealed the following: Firstly, The TPACK ability of teacher internship students in primary school Chinese are at a poor level. The highest score is 66, the lowest score is 32, and the average score is 48.3. The orrectness rate of the TK dimension is only 30.5%, which is the lowest, and the correctness rate of the TCK dimension is the highest, which is 61.0%. Secondly, Literature analysis indicates that TPACK ability of teacher internship students are influenced by both internal and external factors. Develop TPACK improvement strategy based on literature findings. The improvement strategy includes the consolidation of the intrinsic influences of TK, CK, PK, and the integration of TPK, TCK, PCK, and TPCK, and the extrinsic influences of excellent teacher observation and reflection on teaching. Thirdly, After being trained in the educational internship stage, TPACK ability of teacher internship students in primary school Chinese have been significantly improved. The highest score is 94, the lowest score is 39, and the average score is 60.4. The percentage of correctness for all dimensions increased to varying degrees, especially for the TK dimension, increase from 30.5% to 58.1% on the pre-test. Keywords: Primary school Chinese, Teacher Internship Students, TPACK, Improvement Strategy, Teaching Practice
Bansomdejchaopraya Rajabhat University. Office of Academic Resources and Information Technology
ลิงค์ข้อมูลในระบบ Matrix
Digital Technology Management for Education