Cheng, H. (2014). The study of CSL online teacher training course and the teachers’ development of Technological Pedagogical Content Knowledge. Journal of Technology and Chinese Language Teaching, 5(2), 1-18.
[鄭琇仁. (2014). 線上華語師資培訓與科技教學學科知識養成之研究. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 5(2), 1-18.]

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Abstract/摘要：

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.

本研究應用「科技教學學科知識（TPACK）」於培訓線上華語師資的課程，目的是瞭解學生教師的學習啟示並觀察學生教師七項知能的養成，以為檢測培訓的成效。於2012年進行，共9位學生教師參與，以內容分析法分析教師四次教學的反思內容。研究結果指出學生教師教學知識的表現最為突出，科技內容知識的表現較為缺乏，此可能源於研究限制，未來研究建議於本文末討論。