Research on the Pathways to Enhancing Digital Teaching Competence of Pre-service English Teachers Based on the TPACK Model
Main Article Content
Keywords
TPACK, pre-service English teacher, digital teaching competence, technological pedagogical beliefs
Abstract
Against the dual backdrop of digital transformation in education and the focus on core literacy in the English subject, digital teaching competence has become one of the core competencies in the professional development of English teachers, directly impacting the improvement of English teaching quality in basic education and the advancement of educational modernization. The TPACK model (Technology Pedagogical Content Knowledge), as a core theoretical framework linking technology, pedagogy and subject content, provides scientific theoretical guidance for the development of digital teaching competence among pre-service English teachers. This paper uses the TPACK model as a guide. It combines two research methods. One is empirical research. The other is interview surveys. The goal is to look at digital teaching competencies in pre-service English teachers. The paper also looks at technological pedagogical beliefs. They help shape how these competencies grow. Then the study suggests three ways to make things better. First, optimize the curriculum system. Second, strengthen practical training. Third, foster technological pedagogical beliefs. Teacher training institutions can use these ideas to improve their talent development programs for English teacher education. They can also help pre-service English teachers build digital literacy.
References
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