Mining Classroom Observation Data for Understanding Teachers’ Technological Pedagogical Content Knowledge Structure

Yuyuan ZHANG, Yixian WANG


On the basis of teachers’ pedagogical content knowledge proposed by Shulman, Koehler and Mishra explicitly put forward technological pedagogical content knowledge (TPACK) framework. The study shows that TPACK is a necessary knowledge for teachers to use technology for carrying effective teaching (Koehler & Mishra, 2005). It has been found that technological pedagogical knowledge (TPK) has a significant influence on TPACK structure of pre-service teachers (Zhang, 2015). This paper mainly explores the teaching structure of classroom and the TPK structure presented by teachers. Based on the existing video analysis and coding system, this study adapted and revised a curriculum teaching code table. Methods of quantitative and qualitative combination and comparative analysis are used to explore four aspects: teaching links, students’ expected cognitive level, teaching media and TPK. This study uses the classroom video analysis method to make a comparative analysis of short teaching video of award-winninged teachers and non award-winninged teachers in a competition and explores the influence of teaching activities and TPK structure of teachers on teaching effect. The statistical analysis of the results showed that the teaching link, the teaching media, and the student’s expected cognitive level have no significant effect on the teaching effect, and TPK has a significant impact on the teaching effect.


Classroom teaching video; Video analysis; TPACK; TPK; Teaching evaluation

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