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Abstract Abstract: Based on the Technological Pedagogical Content Knowledge (TPACK) Theory, this research used mixed method (structured interviews and questionnaires) to construct the prototype of the TPACK framework for Tertiary ESP teachers in China. The Confirmatory Factor Analysis validated the final version of the ESP Teacher TPACK Framework, which was composed of seven factors and 21 variables; namely, three Technology Knowledge (TK); three Content Knowledge (CK), three Pedagogical Knowledge (PK), three Pedagogical Content Knowledge (PCK), three Technological Content Knowledge (TCK), three Technological Pedagogical knowledge (TPK) and three Technological Pedagogical Content Knowledge (TPACK). In addition, the study also applied the constructed TPACK framework to investigate and analyze the current situation of the ESP teachers’ TPACK in China. The Framework, is hopefully to provide a reference for the ESP teacher development in China.
Key Words: English for Specific Purpose, ESP teacher; Competency Framework; TPACK
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