2022 개정 실과 교육과정 운영에 필요한 초등 교원의 SW‧AI 직무 역량 분석
Analysis of Elementary School Teachers' Competency in Software and AI for Implementing the Revised 2022 Practical Arts Curriculum
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초록
이 연구에서는 2022 개정 실과 교육과정에 포함된 ‘디지털 사회와 인공지능’ 영역을 가르치는 데 필요한 초등 교원의 SW‧AI 직무 역량을 진단하기 위해 지난 4년 동안 A교육대학교에서 실시한 온라인 설문 결과를 분석하였다. SW‧AI 직무 역량은 교육과정 역량, 교과 역량, 수업 역량, 평가 역량 등 4가지 영역으로 구분하였고, 역량별로 교수 내용과 교수 능력을 파악하였다. 그 결과, SW‧AI 직무 역량은 조금씩 향상되었지만, 여전히 상당수의 초등 교원이 SW‧AI 연수 경험이 전혀 없는 것으로 파악되었다. 또한, SW‧AI 직무 역량 중에서 수업 역량과 평가 역량 이 부족하였다. 특히, SW‧AI에 대한 교수법과 평가 도구를 설계하는 역량이 부족하였고, 40대 이상 교사들의 SW‧ AI 직무 역량이 부족하였다. 따라서 SW‧AI 직무 역량을 기를 수 있도록 초등 교원 양성 단계부터 지식과 기능을 포함한 체계적인 SW‧AI 교육이 필요하다.
Abstract
This study analyzed the results of an online survey conducted over the past four years at A National University of Education to evaluate the SW and AI professional competencies required for elementary school teachers to teach the "Digital Society and Artificial Intelligence" domain outlined in the 2022 Revised Practical Arts Curriculum. SW and AI professional competencies were classified into four categories: curriculum competency, subject competency, instructional competency, and assessment competency. Each competency was examined in terms of teaching content (knowledge) and teaching skills (practical application). The findings indicate that while SW and AI professional competencies have gradually improved, a significant number of elementary school teachers still lack experience in SW and AI training. Moreover, instructional competency and assessment competency were identified as the most deficient areas. Specifically, teachers showed limited ability to design teaching methods and develop evaluation tools for SW and AI education. Additionally, teachers aged 40 and older exhibited lower levels of SW and AI professional competency. Therefore, systematic education on SW and AI, encompassing both knowledge and skills, is necessary from the pre-service teacher training stage to enhance elementary school teachers' competencies in these areas.
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