Pre-service teachers' perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language.

There is an urgent need to address the critical demand for qualified Chinese language teachers against the background of China's seeking greater Sino-foreign cultural and educational cooperation. The literature on integrating technological pedagogical content knowledge (TPACK) in language teaching has been increasing in the last few years. However, most of these studies focus on English language teachers.