[논문]예비교사의 TPACK 역량 측정 설문과 수행평가 결과의 차이

최경식; 백성혜

doi:10.14697/jkase.2020.40.4.437

예비교사의 TPACK 역량 측정 설문과 수행평가 결과의 차이
The difference of measurement results between the questionnaire and performance assessment of Pre-service teacher's TPACK competency 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.40 no.4, 2020년, pp.437 - 449

최경식 (세종과학예술영재학교) , 백성혜 (한국교원대학교)

초록
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이 연구에서는 예비 교사들이 갖고 있는 TPACK의 실천적 역량을 측정하기 위하여 기존의 연구들에서 사용한 TPACK 측정 설문지와 수행평가를 통해 드러난 TPACK 역량의 관계를 비교하였다. 이를 위하여 이 연구에서는 예비 교사의 TPACK 설문지를 개발하였다. 또한 '달과 천체의 변화'에 관련된 수행평가 과제 및 면담을 통해 예비 교사의 TPACK 역량의 실제를 분석하였다. 설문 분석 결과에서는 예비교사들의 PCK와 TPK이 높게 나타났고, 상대적으로 TCK와 TPACK이 낮은 것으로 나타났다. 그러나 설문에서는 TPK가 낮은 것으로 나타난 예비교사의 수행평가를 분석한 결과 TPK가 높은 것으로 나타났다. 반대로 설문에서는 TPK가 높은 것으로 나타난 예비교사의 수행평가를 분석한 결과 TPK는 낮은 것으로 나타났다. 또한 설문에서 TCK가 낮은 것으로 나타난 예비교사의 수행평가를 분석한 결과, 반대로 TCK가 매우 높은 것으로 나타났다. 반대로 설문에서 TCK가 높은 것으로 나타난 예비교사의 수행평가를 분석한 결과, 실제 TCK 역량은 낮은 것으로 나타났다. TPACK가 설문에서는 높게 나타난 경우에도 수행평가의 실제 결과를 통해서는 TPACK가 낮은 것으로 나타났다. 이를 통해 TPACK 측정 도구들이 실행 역량 보다는 자기효능감을 측정하는 것임을 확인하였다.

Abstract ▼ AI-Helper

The purpose of this study was to compare the results of the developed questionnaire and performance assessment for measuring TPACK competency of pre-service teachers. For this purpose, we developed the TPACK questionnaire for pre-service teachers. Then, through the performance assessment task and interview data related to the 'change of the moon and the celestial bodies', the TPACK competency of the pre-service teachers was analyzed and compared with the questionnaire results. The results of the questionnaire showed that PCK and TPK of the pre-service teachers were high, and the TCK and TPACK were relatively low. However, as a result of analyzing the performance assessment of pre-service teachers who showed low TPK in the questionnaire, it was found that the TPK was high. Conversely, as a result of analyzing the performance assessment of pre-service teachers who showed high TPK in the questionnaire, it was found that the TPK was low. In addition, as a result of analyzing the performance assessment of pre-service teachers who showed low TCK in the questionnaire, it was found that the TCK was very high. Conversely, as a result of analyzing the performance assessment of pre-service teachers who showed high TCK in the questionnaire, the actual TCK competency was found to be low. Although TPCK was high in the questionnaire, TPCK was found to be low through actual results of performance assessment. Through these results, it was confirmed that TPACK measurement tools measure self-efficacy rather than actual capability.

주제어

표/그림 (7)

표 Table 1. KMO and Bartlett’s Test
표 Table 2. Analysis of validity and reliability of survey questions
표 Table 3. Demographic characteristics of the study subjects
그림 Figure 1. Content knowledge(CK) and teaching and learning material created with technological tool(TCK) for the model ofthe motion of the moon and celestial bodies
표 Table 4. TPACK mean scores and standard deviations of the pre-service teachers
표 Table 5. TPACK mean scores of the four interviewees
그림 Figure 2. Tasks submitted by PST23 with his/her peers

질의응답

핵심어	질문	논문에서 추출한 답변
	테크놀로지를 활용한 교수법이 학습자 중심의 수업으로 변화시키는데 중요한 역할을 한다고 주장한 연구에는 어떤 것이 있는가?	많은 연구자들은 테크놀로지를 활용한 교수법이 교사 중심이나 지식 중심의 수업에서 벗어나 학습자 중심의 수업으로 변화시키는데 중요한 역할을 한다고 주장하였다. 예를 들어, Osborne과 Hennessy (2003)는 과학수업에서 테크놀로지를 사용하는 것은 학생들의 반성적 사고능력, 데이터 취급 및 수집 능력 뿐 아니라 동기부여와 참여를 이끄는데 도움을 준다고 하였다. 따라서 과학 수업에 테크놀로지가 많이 활용하는 것은 매우 중요하다(Linn, Davis, & Bell, 2004).
	테크놀로지를 교육 현장에 도입하는 것이 교육적으로 의미 있는 것인지에 대한 논란이 있는 이유는?	그러나 아직까지 테크놀로지를 교육 현장에 도입하는 것이 반드시 교육적으로 의미 있는 것인지에 대한 논란이 지속되고 있다(So & Kim, 2009; Willermark, 2018). 이는 교육에 테크놀로지를 도입하여 교육적 효과를 기대하기 위해서는 테크놀로지를 활용하는 교사의 수업전문성(Technological Pedagogical Content Knowledge, 이하 TPACK)에 대한 역량의 발달이 선행되어야 하기 때문이다(Carr et al., 1998; Koehler & Mishra, 2005; Koehler, Shin, & Mishra, 2012).
	TPACK 프레임워크는 어떤 프레임워크인가?	Koehler와 Mishra(2005)이 제안한 TPACK 프레임워크는, 교육 현장에 테크놀로지를 도입하여 효과적인 교육을 수행하기 위하여 Shulman(1986, 1987)이 제안한 PCK(Pedagogical Content Knowledge)에 대한 연구를 기반으로 하였다(Mishra & Koehler, 2006b). Koehler 와 Mishra가 제시한 TPACK 프레임워크는 테크놀로지 지식(TK; Technological Knowledge), 내용 지식(CK; Content Knowledge), 교육학적 지식(PK; Pedagogical Knowledge) 사이의 복잡한 상호작용을 교사들이 이해하고 교육적 활동에 적용하는 역량에 대한 이론적 프레임워크이다(Koehler et al., 2004; Mishra & Koehler, 2006a, 2006b).

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