Study on TPK Structure of Pre-Service Teachers by Micro-Courses Analyzing

Abstract

Rapid expansion of open educational resources and rise of massive open online courses, flipped classroom and other educational models and platforms have put forward new demands on teaching knowledge of micro-course coaching teachers. It has been found that technological pedagogical knowledge (TPK) has the most significant influence on TPACK structure of pre-service teachers (Zhang, 2015). This study explores technological pedagogical knowledge (TPK) structures of pre-service teachers who participated in competitions of micro-courses for Flipped Classroom on C20 platform. Based on existing video analysis system, this paper develops a micro-courses teaching encoding system. By combining quantitative and qualitative analysis and adopting comparative analysis, it explores pre-service teacher's TPK structures and characteristics in micro-courses from four aspects: teaching links, prospective students' cognition level, teaching medias and TPK.