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http://dx.doi.org/10.15207/JKCS.2020.11.11.353

The Technology-Pedagogy, and Content Knowledge differences between pre-service and in-service teachers and the related effects of gender interaction in China  

Ma, Wanzhi (Dept. of Educational and Culture Contents Development, Woosuk University)
Baek, Jongnam (Dept. of Special Education, Woosuk University)
Publication Information
Journal of the Korea Convergence Society / v.11, no.11, 2020 , pp. 353-359 More about this Journal
Abstract
The purpose of this study is to analyze the TPACK differences between pre-service and in-service teachers in China, and determine demographic influence variables on the differences between them. The participants of this study were 567 teachers, including 335 pre-service teachers and 232 in-service teachers from Ningxia, China. The results are as follows: First, The in-service teachers in the seven areas of TPACK scored higher than those of pre-service teachers; Second, The comparison of the average difference between teacher division and gender shows that the two factors have an interactive effect on TK. This study is meaningful because it compared the TPACK differences between pre-service and in-service teachers, and found out the effect of gender interaction on the differences in China; It provides practical suggestions for improving the TPACK ability of Chinese teachers. Finally, the discussion was conducted based on the results, and a follow-up study was suggested.
Keywords
China; Pre-service teachers; In-service teachers; Technology; Pedagogy and Contents Knowledge(TPACK); Gender differences; Digital convergence;
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