Study on TCSOL pre-service teachers' technological pedagogical content knowledge in China mainland

The definition and framework of technological pedagogical content knowledge (TPACK) have developed along the information technology which integrated in learning and teaching. This paper focuses on how the pre-service teachers in Teaching Chinese of Speakers of Other Languages (TCSOL) perceive and practice TPACK. The questionnaire was designed by Chai et al. (2013c) and translated into Chinese while adjusted to adapt to China mainland pre-service teachers of TCSOL by the authors. There are three aims as follows: the first is to measure the reliability and validity of the questionnaire; the second is to find out the most significant knowledge dimension; the third is to discover the relationship between TPACK of TCSOL pre-service teachers in China mainland and their actual use of information technology. Quantitative research method is used to verify the validity and applicability of the questionnaire based on the TPACK seven-factor model, which is supplemented by group focus interviews. This study finds that most TCSOL pre-service teachers in China mainland think they are most confident in TK, least confident in PCK. The most significant knowledge dimension which impacts on TPACK knowledge is TPK, but TK and TPK knowledge may have the most significant impact on the actual use of information technology.