Analysis of the Current Situation of TPACK Research for Primary School Teachers in China: Based on Literature Research

Qianqian Wei; Indang Ariati Binti Ariffin; Jacquline Tham

doi:10.54097/ijeh.v10i2.11580

Authors

Qianqian Wei
Indang Ariati Binti Ariffin
Jacquline Tham

DOI:

https://doi.org/10.54097/ijeh.v10i2.11580

Keywords:

TPACK, Primary school teachers, Literature research.

Abstract

TPACK (Technological Pedagogical And Content Knowledge) is a form of knowledge that involves the interaction and integration of subject content, teaching methods, and technology in education. It represents a novel knowledge framework essential for teachers in the information age. The TPACK framework necessitates a deep understanding of each facet of knowledge to effectively integrate technology, teaching methods, and subject content for impactful instruction. This study employs literature research methodology and CiteSpace software to comprehensively identify and visually analyze the research landscape of TPACK among primary school teachers in China. It explores the distribution patterns, research hotspots, knowledge base, transformations, and emerging trends within TPACK research. The findings reveal that literature on TPACK studies has been published in CSSCI journals since 2011, illustrating the increasing attention towards TPACK research. Initially, the research focuses on the entire group of primary school teachers and subsequently narrows down to rural primary school teachers, further segmented by disciplines. Researchers primarily investigate the current status, influencing factors, and strategies related to professional development of primary school teachers. Domestically, collaborative research groups primarily concentrate in key normal universities, often encompassing cooperation between different departments within the same institution, while cross-institutional collaboration remains limited. Furthermore, intercollegiate cooperation is sporadic, with minimal established collaborative relationships.

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