Kim, D., & Kim, W. (2018). TPACK of faculty in higher education: Current status and future directions. Educational Technology International, 19, 153–173. 

Abstract:

“The purpose of this study was to investigate teaching competence of faculty members based on TPACK which should be examined to ensure high quality in higher education for the era of the Fourth Industrial Revolution. This study was conducted with a focus on TPACK, which integrate technology knowledge (TK), content knowledge (CK), and pedagogy knowledge (PK). 105 faculty members from a large private university at Incheon, Korea participated in this study. Except insincere responses data from a total of 85 participants were used for data analysis. K-mean cluster analysis method was used to distinguish type of faculty members depending on TPACK. The study results showed that there were three different type of groups. Each type of group named well-balanced competence type, development required competence type, and lack of technology competence type respectively. Frist faculty members defined as well balanced competence type were more than the average level in 7 subscales in TPACK. Second, faculty members belonged to development required competence type reported below the average level in TPACK. Thus, faculty members in this type were required to increase teaching competence. Finally, faculty members in lack of technology competence type were needed to enhance competence related to technology because their overall TK level was relatively low. This study examined what distinctive characteristics exited in each type depending on gender, teaching career, nationality, and age. This study suggested how TPAKC of faculty member in higher education could be enhanced.”