Investigating pre-service English teachers technological pedagogical content knowledge framework in teacher education programme at hulubeir university in China

The aim of the study is to develop a new framework to improve pre-service English teachers_ Technological Pedagogical Content Knowledge (TPACK) in Hulunbeir University, China. A quantitative method was used. Statistical Package of Social Science (SPSS) was employed to examine the TPACK level, different backgrounds based on the data from 165 pre-service English teachers by representative sampling technique of Hulunbeir University, China. Structural Equation Modeling (SEM) with Analysis of Moment Structures (AMOS) was applied to construct, verify and modify the pre-service English Teachers_ Technological Pedagogical Content Knowledge Model (PET-TPACK Model). The findings show that the overall TPACK level of pre-service English teachers is at moderately high level. For backgrounds, internship experience has a significant influence on Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK) and TPACK, and Educational Technology Course has a significant influence on all seven components of TPACK framework. However, gender has no significant influence on TPACK of pre-service English teachers. Pearson correlation shows that there is a significant pairwise correlation between the seven components of TPACK framework. The modified PET-TPACK model has good fitting (CMIN/DF =1.64; RESEA = 0.062; GFI = 0.801; TLI = 0.916; CFI = 0.925). Except GFI less than the fitting index 0.90, other fitting indexes reached the model standard. Based on the complexity of the model, the fitting degree of the model is considered to be ideal, and the PET-TPACK Model is adaptable for pre-service English teachers in Hulunbeir University, China. In conclusion, the study developed a new framework PET-TPACK Model for improving pre-service English teachers_ Technological Pedagogical Content Knowledge (TPACK). The implication of the study is that the new PET-TPACK Model can effectively guide the Teacher Education Programme and provide important theoretical guidance for the training of information teaching ability of pre-service English teachers in Hulunbeir University, China.