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Investigation and Analysis of TPACK Status of STEM Teachers in China
PROCEEDING

, East China Normal University,Department of Education, Department of Educational Technology, China

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

With the continuous improvement of social demands for qualified talents, STEM education aimed at cultivating innovative and complex talents is being popularized worldwide. Teachers are key players in ensuring the effectiveness of STEM education. TPACK is the basis of teachers' effective teaching in the informational age, and it is also an important index to evaluate the teaching ability of modern teachers. Based on the value orientation of STEM education in China, this paper analyzes the teaching background, pedagogical education background and STEM teachers’ TPACK through questionnaire and interviews, and analyzes the status quo of teachers’ TPACK and proposes the development suggestions of TPACK literacy in China.

Citation

Li, S. (2018). Investigation and Analysis of TPACK Status of STEM Teachers in China. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 648-652). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved March 27, 2019 from .

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