A Survey Study on TPACK Framework for Normal Students of English Major in Ethnic Colleges and Universities: Empirical Analysis Based on Structural Equation Modeling

With the continuous advancement of education informatization, Technological Pedagogical Content Knowledge (TPACK), as a new theoretical framework, provides a novel method for measuring teachers’ informatization teaching ability. This study takes normal students of English majors from three ethnic universities as the research object, collects relevant data through questionnaires, and uses structural equation modeling to conduct data analysis and empirical research to investigate the differences in the TPACK levels of these students at different grades and the structural relationships among the elements in the TPACK structure. The technological pedagogical knowledge element of the TPACK structure was not obtained by exploratory factors analysis but through path analysis and structural equation modeling, the results show that the one-dimensional core knowledge of technological knowledge (TK), content knowledge (CK), and pedagogical knowledge (PK) have a positive effect on the two-dimensional interaction knowledge of technological content knowledge (TCK) and pedagogical content knowledge (PCK); furthermore, TCK and PCK have a positive effect on TPACK; and TK, CK, and PK indirectly affect TPACK through TCK and PCK. On this basis, suggestions are provided to ethnic colleges and universities to develop the TPACK knowledge competence of normal students of English majors.