A Study on the Influencing Factors of Mathematics Pre-Service Teacher's TPACK

Abstract

Recently quantitative methods for assessing teachers' technological pedagogical and content knowledge (TPACK) develop rapidly. However, few studies to date have comprehensively validated structure of TPACK through criteria of validity especially for mathematics pre-service teacher's areas. This paper examined influencing factors on development of TPACK mathematics preservice teacher. Also it was been examined how these factors were related to measure of integrating technical knowledge with subject teaching. The participants were 190 Chinese mathematics pre-service teachers enrolled in a normal university in China. Exploratory factor analysis was conducted to examine 7 dimensions of TPACK questionnaire. Results show there are four factors affecting the development of teaching subject knowledge of integrating technology with mathematics pre-service teacher. The four factors include educational technology course, human, teaching practice, motivation and self efficacy.