The primary aim of this study is to determine the current state in education faculties and faculty members' needs for a professional training program that would be prepared for their TPACK development. Case study design, a qualitative research method, was employed, and semi-structured and in-depth interviews were conducted with 20 faculty members. The data were analysed through the content analysis method. The faculty members' views were grouped into four themes that are prior knowledge and perceptions of TPACK, instructional practices, professional characteristics, and needs of self-development. According to the results, the faculty members perceived themselves incompetent in terms of TPACK because they thought they had limited knowledge of technology. Although they emphasised that they had sufficient pedagogical knowledge, they were found to use mainly teacher-centred instructional methods by means of PowerPoint presentations. In conclusion, students are positioned as passive recipients of knowledge, there is no interaction outside the classroom and assessment is carried out through traditional methods, and thus faculty members need a professional training program towards TPACK.

这项研究的主要目的是确定教育学院的现状以及教师对专业培训计划的需求，该计划将为他们的TPACK发展做好准备。案例研究设计是一种定性研究方法，并采用了半结构化和深度访谈的方式，与20名教职员工进行了访谈。通过内容分析方法对数据进行分析。教师的观点分为四个主题，分别是对TPACK的先验知识和认识，教学实践，专业特征和自我发展的需求。根据结果​​，教师认为自己在TPACK方面不称职，因为他们认为自己对技术的了解有限。尽管他们强调自己具有足够的教学知识，他们发现通过PowerPoint演示文稿主要使用以教师为中心的教学方法。总之，学生被定位为知识的被动接受者，教室外面没有互动，并且评估是通过传统方法进行的，因此教师需要针对TPACK的专业培训计划。