Evaluation of TPACK Cognitive Levels Among Vocational Education Teachers in China
This article aims to validate the reliability and validity of the modified Technological Pedagogical Content Knowledge(TPACK)scale in subject teaching and evaluate the level of TPACK cognition among vocational education teachers,highlighting the necessity and importance of researching TPACK in vocational education.A quantitative research design was used,and a total of 2898 samples were included.The results showed that teachers’TPACK cognition level was at a moderate level,with more experienced teachers having a higher level compared to their less experienced counterparts.Additionally,in underdeveloped regions,the TPACK cognition level was significantly lower than in developed regions.Therefore,it is recommended to develop the TPACK of vocational education teachers by integrating educational digitalization strategies and the requirements of the new curriculum,providing training and development opportunities,fostering technological capabilities,integrating technology and subject knowledge,cultivating teachers’professional competence,establishing collaboration and sharing mechanisms,and strengthening infrastructure construction.Only in this way can vocational education teachers better utilize technology,subject knowledge,and teaching abilities in their teaching practices,improving the quality of education and students’vocational competence.The results of this study emphasize the importance of in-depth research on vocational education teachers’TPACK cognition level,which will help understand their role in vocational education development and provide feasible strategies and solutions for policymakers,educational institutions,and teachers to enhance the quality of vocational education and cultivate talent that meets the demands of the times.
万方数据
维普
