Evaluating Chinese Pre-Service Mathematics Teachers' Knowledge of Integrating Technology in Teaching

This study investigates the profile of Chinese pre-service mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK) through a sample of 106 people. An adapted scale was developed and validated in the survey. From the data collected from the scale, the findings reveal that Chinese pre-service mathematics teachers rated themselves as most competent in the factor of Content Knowledge (CK) and least competent in the term of TPACK. The survey also suggests that the scores of tech-related factors are generally lower than non-tech-related factors, which indicate that Chinese pre-service mathematics teachers are more familiar with traditional ways of thinking and teaching mathematics. In addition, implications of the current survey in terms of Chinese mathematics pre-service teachers’ professional development are discussed.