Analysis of Factors Influencing TPACK Abilities of University Teachers in Hunan Province

Abstract

This study employs a combination of questionnaire surveys and interviews to explore the current development status and influencing factors of Technological Pedagogical Content Knowledge (TPACK) capabilities among university teachers in Hunan Province. The survey results indicate significant differences in TPACK capabilities among teachers with diverse background characteristics in Hunan Province, with teaching experience, educational attainment, and institution type having notable impacts on TPACK, whereas gender shows no significant influence. Additionally, teachers' motivation, self-efficacy, and the frequency of their participation in technology and pedagogy training are significantly correlated with their TPACK levels. Interviews provide further insights into teachers' understanding and application of the TPACK framework, their training experiences and outcomes, as well as the challenges they encounter, such as rapid technological advancements, insufficient teaching resources, and varying levels of student acceptance. To enhance teachers' TPACK capabilities, it is necessary to address multiple levels, including individual, institutional, societal, and technological aspects, to provide comprehensive support and ensure effective integration of technology in education.