융합인재교육의 현장적용을 경험한 예비교사의 융합인재 지도역량 향상에 대한 인식조사

Abstract

In this study, we analyzed the perception of the improvement of pre-service teachers’ teaching competencies through the practical training for STEAM education. Questionnaire survey subjects are 109 pre-service teachers and 29 in-service teachers who conducted classes of the STEAM education. We found three properties; first, pre- and in-service teachers highly perceived improvements on the teaching competencies in all four categories of STEAM education, Teaching competency for creativity, problem solving, collaboration and understanding convergence, through the practical training program. After the practical training, all teachers’ perception of improvement of pre-service teachers’ teaching competencies was similar(average 92 %) with their expectation, but the pre-service teachers’ perception rate decreased by 9 % on average in all categories. Second, the types and levels of teaching competencies that pre-service teachers perceived improvement were different at each stage of the practical training for STEAM education. They perceived that teaching competency for creativity was developed in designing STEAM classes, competency for problem solving and collaboration were developed in practicing classes. In the stages of theoretical training and reflection, their perception of improvement were lower. Based on these results, we propose the following; first, it is necessary to extend this program, since not only in-and pre-service teachers perceived the training program was helpful in improving pre-service teachers’ teaching competencies, but also students perceived STEAM education was helpful to improve their STEAM competencies. Second, the steps of the practical training program should be appropriate in terms of necessary time allotment and exerted efforts because there are differences in the types of competencies that pre-service teachers improved on each stage.