Study of Relationship between Pre-Service Information Technology Teacher and TPACK

Technological Pedagogical Content Knowledge (TPACK) is considered to be a reinterpretation of teacher's knowledge structure and is a reform in traditional Pedagogical Content Knowledge (PCK). Since teachers are performers and users of this change, their emotional attitude toward this reform may affect their TPACK level. In the paper, it is introduced that Hall's theory of stages of concern in TPACK research. Also it is explored that relationships between TPK and TPACK. In the paper, a series of investigations and studies were conducted on undergraduates and postgraduate students whose major are educational technology in Northeast Normal University, when they complete their educational practice. Results show that, firstly, information technology pre-service teachers are different in using technical teaching when they are in their stages of concern. Secondly, seven kinds of knowledge elements owned by them basically can meet teaching needs in practice. Finally, there is a certain correlation between their stages of concern and its TPACK level.