[논문]예비교사의 TPACK 평가틀 개발과 TPACK 발달 저해 요인 분석

최경식; 백성혜

doi:10.14697/jkase.2021.41.4.325

[국내논문] 예비교사의 TPACK 평가틀 개발과 TPACK 발달 저해 요인 분석
Development of Pre-Service Teachers' TPACK Evaluation Framework and Analysis of Hindrance Factors of TPACK Development 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.41 no.4, 2021년, pp.325 - 338

초록
AI-Helper

이 연구는 한 교사 양성대학에서 40명의 예비교사를 대상으로 TPACK 발달을 위한 15주 교육프로그램을 개발하고, 예비교사의 TPACK의 실천적 역량을 평가하기 위한 TPACK 발달 평가틀을 개발하였다. 개발된 TPACK(Technological Pedagogical Content Knowledge) 발달 평가틀은 TPK(Technological Pedagogical Knowledge), TCK(Technological Content Knowledge), TPACK이 각각 0단계부터 4단계까지 5단계로 구성되었다. 이를 토대로 예비교사의 TPK, TCK, TPACK 수준을 평가한 결과, 대부분의 예비교사의 TPK, TCK, TPACK 수준은 일치하였으나, 일부 예비교사의 경우 TPK와 TCK가 일치하지 않았다. 이때 TPACK 수준은 TPK와 TCK 가운데 낮은 수준을 따르는 것으로 나타났다. 또한 TPACK 수준이 낮은 예비교사가 갖고 있는 TPACK 발달 저해요인을 조사한 결과, 학생의 자율적 학습 능력에 대한 불신, 학생의 상호작용 역량에 대한 불신, 학교 현장의 현실적 제약에 대한 인식 등이 나타났다. 이러한 연구 결과를 토대로 실천적인 TPACK 발달을 위해서는 예비교사에게 균형잡힌 TPK와 TCK의 발달을 돕고, 예비교사가 갖고 있는 TPACK 발달 저해요인을 제거하는 교육 프로그램을 제공할 필요가 있다고 주장하였다.

Abstract ▼ AI-Helper

In this study, we developed a 15-week educational program for TPACK(Technological Pedagogical Content Knowledge) development of 40 pre-service teachers in a university for teacher training. We also developed a TPACK evaluation framework to evaluate the practical competency of TPACK of pre-service teachers. The developed evaluation framework consisted of 5 levels, from 0 to 4, TPK(Technological Pedagogical Knowledge), TCK(Technological Content Knowledge), and TPACK, respectively. As a result of the evlauation, the levels of TPK, TCK, and TPACK development stages of most pre-service teachers were consistent, but some pre-service teachers' TPK and TCK did not match. It was found that the TPACK stages follow the lower level between TPK and TCK. In addition, as a result of an investigation into the hindrance factors of the TPACK development of pre-service teachers with low TPACK stages in the use of technology, they have distrust of students' ability to learn with self-regulation, distrust of students' ability to interact, and recognition of practical limitations in the school field. Based on these findings, we argued that it was necessary to provide an educational program to help pre-service teachers develop balanced TPK and TCK and eliminate the hindrance factors of the TPACK development of pre-service teachers about technology-using classes.

Keyword

표/그림 (10)

표 Table 1. TPACK development program for pre-service teachers
표 Table 2. Pre-service teacher's TPACK development stages according to related previous studies
표 Table 3. TPK development levels according to Initiative in learning using technology between teachers and students
표 Table 4. TCK levels analysis according to model and modeling development
표 Table 5. The relationship between TPK levels, TCK levels, and TPACK development stages
그림 Figure 1. TPACK evaluation framework based on the relationship between the developmental level of TPK and TCK, and the TPACK developmental stage
그림 Figure 2. Result of comparative analysis of TPACK level by major of pre-service teachers
그림 Figure 3. Analysis of TPACK developmental stage of pre-service teachers according to TPK and TCK level
그림 Figure 4. Applet used in the PST22's lesson design (http://mathought.com/bbs/board.php?bo_table=03_6&wr_id=616)
그림 Figure 5. Interactive aspects between TCK and TPK level and TPACK stage

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Valanides, N., & Angeli, C. (2006). Preparing preservice elementary teachers to teach science through computer models. Contemporary Issues in Technology and Teacher Education, 6(1), 87-98.
Valanides, N., & Angeli, C. (2008a). Learning and teaching about scientific models with a computer-modeling tool. Computers in Human Behavior, 24(2), 220-233.

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Valanides, N., & Angeli, C. (2008b). Professional development for computer-enhanced learning: A case study with science teachers. Research in Science & Technological Education, 26(1), 3-12.

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Yoder, A. J. (2000). The Relationship between Graphing Calculator Use and Teachers' Beliefs about Learning Algebra. Paper Presented at the Annual Meeting of the Mid-Western Educational Research Association, 25-28.

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표제어: PCR

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용어 설명: PCR은 세균 특이성이 있는 primer를 이용하여 적은 수의 세균이 있을지라도 쉽게 검출할 수 있는 유용한 방법이며, 이를 이용하여 구강 내 치면세균막이나 타액에서 직접 세균을 검출할 수 있게 되었다[8].

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