예비유아교사의 AI 교육에 대한 관심도 분석: 관심중심수용모형(CBAM)을 중심으로
Analysis of Pre-service Early Childhood Teachers’ Concerns in AI Education: Focusing on the Concerns-Based Adoption Model (CBAM)
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초록
본 연구의 목적은 예비유아교사의 AI 교육에 대한 관심도를 분석하기 위하여 관심중심수용모형(CBAM)을 통해 분석하여 AI 교육을 위한 예비유아교사의 교사교육 방향을 도출하고자 하는 것이다. 이를 위해 예비유아교사 153명을 대상으로 설문을 실시하였고, 수집된 데이터를 분석한 결과 예비유아교사의 AI 교육에 대한 관심도는 1단계(정보)와 2단계(개인)의 관심이 높고 4단계(결과)에서 6단계(재초점)까지 낮은 관심도를 보여, 비사용자의 양상으로 나타났다. 지각된 AI 지식 수준에 따라서는 1단계(정보), 2단계(개인), 4단계(결과), 5단계(협력)의 관심도에서 유의미한 차이가 나타났으며, 테크놀로지 자아효능감 수준에 따라서는 1단계(정보), 2단계(개인), 4단계(결과), 5단계(협력), 6단계(재초점)의 관심도에서 유의미한 차이가 나타났다. 연구의 결과를 바탕으로 예비유아교사를 위한 AI 교육에 대한 시사점을 제안하였다.
Abstract
The purpose of this study is to analyze the concerns of pre-service early childhood teachers in AI education using the Concerns-Based Adoption Model(CBAM) and to derive the teacher education direction of pre-service early childhood teachers for AI education. A questionnaire was conducted on 153 pre-service early childhood teachers. The results of analyzing the collected data showed that pre-service early childhood teachers' concerns in AI education showed high level of concern in stage 1(information) and stage 2(individual), and low level of concern from stage 4(consequence) to stage 6(refocusing). Participants were showing the appearance of a non-user pattern. According to perceived AI knowledge levels, there are significant differences in information, individual, consequence, and collaboration stages. According to the levels of technology self-efficacy, there are significant differences in information, individual, consequence, collaboration, refocusing stages. Based on the results of the study, implications for AI education for pre-service early childhood teachers were proposed.
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