The study of CSL online teacher training course and the teachers' development of Technological Pedagogical Content Knowledge

This study attempts to integrate the framework of Technological Pedagogical Content Knowledge (TPACK) into an online training course for teachers of Chinese as a second language. The goal is to understand participants' learning reflections as well as investigating their development of the components of teachers' knowledge from TPACK model. The study was administered in 2012 with 9 student teachers participants. Content analysis was applied to analyze 34 teaching journals. The results indicate that the development of Pedagogical Knowledge, the top concern of the participants, is more outstanding than other components. It is followed by Technological Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Knowledge and Content Knowledge. The Technological Content Knowledge is absent. Both the limitations and suggestions for further studies are discussed in this paper.