TPACK, Journal Summary 14

Surveying Chinese In-Service K12 Teachers Technology, Pedagogy, and Content Knowledge

Qingtang Liu, Si Zhang & Qiyun Wang

This study was purposed to investigate in-service K12 teachers’ perception of TPACK in detailed with Chinese in-service K12 teachers’ gender, and years of service. Adopting survey instrument which was constructed from Koh, Chai, and Tsai’s (2014) survey, containing 2,728 in-services teachers in total for 4 month duration, the teachers came from 6 districts in three provinces in China. Based on the analysis, it can be seen that most of in-service teachers tender to have strongest sense in general teaching method (PK) and subject matter (CK), but have weaker sense in terms of TK and TPK-TCK-TPACK. Meanwhile, in teachers’ gender and years of service can be concluded that the male teachers have higher score in CK variable but have lower score for PCK variable than female teachers. In addition, based on teaching experience revealed that the young teachers tended to perceived better in capacities of applying technology (TK) but have worse ability in PK and Ck.