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학습전이, 참여동기, 사회적 자본, 반성적 사고의 구조적 관계: 서울시교육청 초등교사 교원직무연수를 중심으로

The structural relationship among learning transfer, participation motivation, social capital, and reflective thinking: Based on teachers’continuing professional education for elementary school teachers in the Seoul Metropolitan Office of Education

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초록

본 연구는 교사 계속전문교육인 교원직무연수에서 학습전이에 영향을 행사하는 참여동기, 사회적 자본, 반성적 사고 사이의 구조적 관계를 실증적으로 검증하는 것을 그 목적으로 한다. 이를 위해 문헌분석을 통해 네 요인과 각 요인의 하위요인을 규명하였고, 이를 바탕으로 조사도구를 개발하였다. 이후 예비조사를 실시한 다음 서울시교육청에 소속된 교사 511명을 대상으로 설문조사를 실시하였다. 이 가운데 401부가 분석에 활용되었으며, 빈도분석과 기술통계분석, 타당도와 신뢰도 분석, 상관관계분석, 구조방정식 분석을 실시하였다. 분석결과 첫째, 참여동기의 하위요인인 전문성 개발과 헌신, 상호작용과 개인적 이익, 전문적 서비스의 제공과 개발의 순서로 근전이와 원전이에 직접적으로 정(+)의 유의한 영향을 미치는 것으로 나타났다. 둘째, 교사의 사회적 자본은 근전이에 전혀 유의한 영향을 미치지 못하지만, 교류형 사회적 자본과 결속형 사회적 자본 순으로 원전이에 직접적으로 정(+)의 유의한 영향을 미치는 것으로 나타났다. 셋째, 교사의 높은 반성적 사고는 근전이와 원전이에 직접적으로 정(+)의 유의한 영향을 미치는 것으로 나타났다. 넷째, 교사의 학습전이에 참여동기는 사회적 자본과 반성적 사고를 매개하는 것으로 나타났다. 다섯째, 교사의 사회적 자본과 반성적 사고는 서로 정(+)의 유의한 상관이 있는 것으로 나타났다. 이상의 분석결과를 통해 관련 논의 및 시사점을 제시하였다.

Abstract

The purpose of this study is to explore the structural relationship among learning transfer, participation motivation, social capital, and reflective thinking of school teachers who have been participated in continuing professional education. As the following step, this study clarified each sub-factor in the four factors on the review of literature and developed questionnaire for this study. It conducted a preliminary survey and a main survey of 551 elementary school teachers worked in Seoul city progressively. Thereafter, 401 elementary school teacher’s responses were analyzed to understand frequency, validity and reliability, correlation, and structural relationship. The findings of this study are as follow. First, professional development and commitment, interaction and personal benefits, and professional service progressively influenced near and far transfer of learning positively and significantly. Second, teachers’ social capital slightly influenced near transfer of learning, but influenced far transfer of learning positively and significantly. Third, teachers’ high reflective thinking influenced learning transfer positively and significantly, Fourth, teachers’ participation motivation mediated between learning transfer and social capital or reflective thinking Fifth, teachers’ social capital and reflective thinking were correlated positively and significantly.

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