TPACK Ability Test for Junior College Teacher Internship Students in Primary School Chinese

Fang  Fang; Nainapas  Injoungjirakit; Prapai  Sridama; Sombat  Teekasap

doi:10.60027/iarj.2024.276487

Authors

Fang Fang Graduate School, Bansomdejchaopraya Rajabhat University, Thailand https://orcid.org/0000-0003-1386-9816
Nainapas Injoungjirakit Graduate School, Bansomdejchaopraya Rajabhat University, Thailand https://orcid.org/0009-0001-5342-7724
Prapai Sridama Graduate School, Bansomdejchaopraya Rajabhat University, Thailand https://orcid.org/0000-0002-1453-9221
Sombat Teekasap Graduate School, Bansomdejchaopraya Rajabhat University, Thailand https://orcid.org/0000-0002-2101-5637

DOI:

https://doi.org/10.60027/iarj.2024.276487

Keywords:

Primary School Chinese Teaching;, Junior College Teacher Internship Students; , TPACK Ability Test

Abstract

Background and Aims: TPACK (Technological Pedagogical and Content Knowledge) is an essential ability for teachers in the digital era that has a high effect on the quality of basic education. In this paper, 55 junior college teacher education students in the class of 2021, majoring in elementary education as teacher education students in Guangxi, were measured at the beginning of their educational internships to understand their level of TPACK.

Methodology: Using a homemade TPACK measurement tool, a test paper, which experts had evaluated. Research results indicate that the scores in the seven dimensions of TK, PK, CK, TPK, TCK, PCK, and TPCK range from 30.5% to 61%, among which TPK was the highest and TK was the lowest. Overall, the TPACK ability was at a low level.

Results: Results showed that the TPACK test results of teacher education students of primary school Chinese will provide an important basis for formulating TPACK improvement strategies in the internship stage.

Conclusion: The results show that measuring TPACK competency in Chinese teacher education students in elementary schools is an essential first step toward developing focused tactics to improve TPACK in the internship stage. This realization emphasizes how important it is to match educational interventions to particular skill development requirements to maximize teaching efficacy in elementary school environments.

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