TPACK of Faculty in Higher Education: Current Status and Future Directions
1
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
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. This study was conducted with a focus on TPACK, which integrate technology knowledge (TK), content knowledge (CK), and pedagogy knowledge (PK). Except insincere responses data from a total of 85 participants were used for data analysis in this study. K-mean cluster analysis method was used to examine how faculty members could be distinguished depending on TPACK type. Study results showed that there were three different types of faculty groups (well-balanced competence type, development required competence type, and lack of technology competence type). First, faculty members defined as well balanced competence type were more than the average level 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. Results from this study offered a basis for better understanding TPACK for enhancing teaching competence at the university level.
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. This study was conducted with a focus on TPACK, which integrate technology knowledge (TK), content knowledge (CK), and pedagogy knowledge (PK). Except insincere responses data from a total of 85 participants were used for data analysis in this study. K-mean cluster analysis method was used to examine how faculty members could be distinguished depending on TPACK type. Study results showed that there were three different types of faculty groups (well-balanced competence type, development required competence type, and lack of technology competence type). First, faculty members defined as well balanced competence type were more than the average level 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. Results from this study offered a basis for better understanding TPACK for enhancing teaching competence at the university level.
참고문헌 (27)
- Angeli, C., "Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK)", Computers & education, 52(1), pp.154~168 (2009)
- Brosnan, M. J., "The impact of computer anxiety and self-efficacy upon performance", Journal of Computer Assisted Learning, 14(3), pp.223~234 (1998)
- 조성기, "음악교사의 TPACK 인식 분석", 음악교육공학, (29), pp.135~155 (2016), 한국음악교육공학회
- 최현종, "TPACK 모형에 기반한 예비 교사의 테크놀로지 지식 교육 프로그램적용과 분석", 한국컴퓨터정보학회논문지, 20(2), pp.231~239 (2015), 한국컴퓨터정보학회
- Duong, Q. M., "Demography factors and faculty members’ teaching efficacy in Vietnamese higher education", Journal of Studies in Education, 7(1), pp.17~31 (2016)
- 엄미리, "테크놀로지 내용교수지식(TPACK) 역량에 대한 예비교사의 인식 분석", 한국교원교육연구, 28(4), pp.141~165 (2011), 한국교원교육학회[DOI]
- Ertmer, P. A., "Teacher technology change : How knowledge, confidence, beliefs, and culture intersect", Journal of research on Technology in Education, 42(3), pp.255~284 (2010)
- Franklin, C., "Teacher Preparation as a Critical Factor in Elementary Teachers: Use of Computers", Society for Information Technology & Teacher Education International Conference (2004)
- Graham, R. C., "Measuring the TPACK confidence of in service science teachers", TechTrends, 53(5), pp.70~79 (2009)
- 전영미, "대학 수업의 수월성을 위한 교수 학습 센터의 역할 탐색: 우리나라와 미국 대학 교수 학습 센터의 홈페이지 분석을 중심으로", 교육과정연구, 24(4), pp.153~180 (2006), 한국교육과정학회
- Ju, Y., "2016 Internet usage survey" (2016), Korea Internet & Security Agency
- Kline, R. B., "Principles and practice of structural equation modeling" (2015), GuilfordPress
- 2011 White paper of college education development, "Korean Association of Center for teaching and learning.", Korean Association of Center for teaching and learning, ~ (2012)
- Kwon, S., "Trends in Educational Technology" (2006), Kyoyookbook
- Latham, G., "Authentic Learning for Pre-Service Teachers in a Technology-Rich Environment", Journal of Learning Design, 5(1), pp.32~42 (2012)
- 민혜리, "교수개발 프로그램 활성화를 위한 교수들의 인식 및 요구조사: S대학교를 중심으로", 한국교원교육연구, 29(3), pp.195~219 (2012), 한국교원교육학회[DOI]
- The relationship of satisfaction of higher education, major - job match, job utilization of major knowledge, and wage, "Ministry of Education & Korea Research Institute for Vocational Education & Training", Ministry of Education, ~ (2015)
- Mishra, P., "Technological pedagogical content knowledge : A framework for teacher knowledge", Teachers college record, 108(6), pp.1017~1054 (2006)
- OECD, "PISA 2015 Results in focus" (2016), OECD
- 박기철, "초･중등교사의 테크놀로지 교수내용지식(TPACK)에 대한 인지경로 모형 개발", 교원교육, 30(4), pp.349~375 (2014), 교육연구원
- Schmidt, D. A., "Technological pedagogical content knowledge(TPACK)the development and validation of an assessment instrument for preservice teachers", Journal of Research on Technology in Education, 42(2), pp.123~149 (2009)
- 서윤경, "교수-학습 지원을 위한 특강 및 워크숍 평가도구 개발", 교육학연구, 51(2), pp.225~254 (2013), 한국교육학회
- 신원석, "예비교사들의 테크놀로지 내용교수지식 변화에 관한 연구: 테크놀로지 활용 교과목을 중심으로", 정보교육학회논문지, 16(1), pp.71~80 (2012), 한국정보교육학회
- Shulman, L. S., "Those who understand : Knowledge growth in teaching", Educational Researcher, 15(2), pp.4~14 (1986)
- Slough, S., "Defining Technology and its natural corollary, technological content knowledge (TCK)", Society for Information Technology & Teacher Education International Conference (2006)
- World Economic Forum, "The future of jobs : Employment, skills and workforce strategy for the fourth industrial revolution" (2016), World Economic Forum
- 양은하, "교수역량 증진을 위한 변화필요도분석", 교육공학연구, 26(2), pp.25~52 (2010), 한국교육공학회