A Survey on the Current Situation of TPACK Among Teachers in Higher Vocational Colleges in China

Qiling YUAN, Mui Yee Cheok


Based on the application of TPACK in the field of education in China, this paper focuses on the investigation of the current situation of teachers’ TPACK in vocational colleges and the practical exploration of teachers’ TPACK ability training mode. The survey finds that the overall TPACK level of teachers in higher vocational colleges is above the average level, but there is still room for improvement, among which subject content knowledge (CK) is the highest level in each dimension, and subject teaching knowledge (TPCK) is the lowest level. Gender, teaching age, professional title and information technology training are the important factors that affect the TPACK level of teachers in higher vocational colleges, but educational background has no significant effect.
There are still some problems in the study of TPACK. It is necessary to further expand the research methods, explore the application of TPACK in various disciplines, and pay attention to the relationship between teachers’ TPACK and students’ learning. In order to improve the TPACK level of teachers, it is suggested that schools should strengthen the training of information technology for teachers, strengthen the construction of teachers, promote the reform of classroom teaching, optimize the curriculum system of normal education, do a good job in education and teaching practice, and introduce big data analysis methods to guide the development of teacher education. In a word, TPACK is of great significance and influence to modern education, and constantly improving teachers’ TPACK level is the key to education reform.


TPACK; Higher vocational colleges; Influencing factors

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DOI: http://dx.doi.org/10.3968/13050


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