Abstract The master of education is an important source of high-quality teacher resources. In recent years, the development of information technology has brought new opportunities and challenges to the cultivation of education masters. Based on the knowledge framework provided by TPACK, this paper investigated the TPACK level and influencing factors of 230 chemical education masters in China in order to understand whether they have the necessary knowledge for effective technology integration. The results showed that the TPACK level of chemistry education masters was on the upper-middle level; the TPACK level of academic masters was higher than that of professional masters; the learning experience and practical experience had different degrees of influence on TPACK elements; learning ability to TPACK development had no significant impact; TPK, TCK and CK were the main factors affecting the development of TPACK. On this basis, the article proposed relevant strategies to improve the level of TPACK.
ZHANG Gui-Hua, LI Yuan-Rong, WANG Qiang. Investigation and Analysis of the Status of TPACK for Masters of Chemistry Education in China[J]. Chinese Journal of Chemical Education, 2020, 41(12): 79-85.