Relationships of TPACK and Beliefs of Primary and Secondary Teachers in China

摘要

In 2005, Koehler and Mishra proposed the TPACK framework to help teachers for better understanding "when information technology (ICT) should be integrated into classroom teaching". In the research of information technology integration of classroom teaching, TPACK framework is a good reference frame. It is helpful to understand the teachers' level of TPACK to guide them for better integration of information technology and curriculum. In addition, research shows that teachers' beliefs are the key factors affecting the teacher's teaching behavior, and teachers beliefs on the application of information technology is likely to influence the level of TPACK. This paper is based on the existing research, using the form of questionnaire to research the division theory of teacher's belief and TPACK, it's helpful for researching the relationship between teachers and the level of TPACK and their teaching beliefs. This study analyzes the TPACK level and teaching beliefs of teachers by the average number of quantitative, and through the Pearson coefficient of analysis of the relationship between TPACK levels and the teaching beliefs of teacher's team, positively related to teaching beliefs of teachers and demonstrates the level of TPACK.