융합교육과정에 대한 교사의 성공지능 교수효능감과 집단적 교수효능감의 분석
The Analysis of Teaching Efficacy for Successful Intelligence and Collective Teacher Efficacy to STEAM
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본 연구는 융합교육과정 관련 교수효능감을 조사하기 위하여, 교사들에게 URL 주소를 전달한 후 설문에 응답하도록 요청하였다. 199명의 교사가 성공지능 교수효능감(Teaching for Successful Intelligence, TSI, 2003b)과 집단적 교수효능감(Collective Teacher Efficacy Scale, CES, 2000)에 응답하였으며, 교사의 ‘학생 지도경력’을 공변량으로 설정한 후, 융합교육과정 연수와 수업적용 여부에 따른 교사의 성공지능 교수효능감과 집단적 교수효능감에 대해 다변량 공분산분석(MANCOVA)을 실시하였다. 연구결과, 교사의 ‘학생 지도경력’(공변량)에 따른 성공지능 교수효능감과 집단적 교수효능감에서 유의한 차이가 나타나지 않았으며, 융합교육과정 연수 유무 역시 성공지능 교수효능감 및 집단적 교수효능감과 유의한 관계가 없는 것으로 나타났다. 한편, 교사의 융합교육과정 수업적용 여부의 영향은 유의하여, 융합교육과정을 수업에 적용해본 교사가 그렇지 않은 교사보다 ‘창의적 지능 교수효능감’과 ‘집단적 교수효능감’이 높게 나타났다. 이에 본 연구에서는 연구 결과를 분석하고 향후 융합교육과정 연수 프로그램을 계획할 때 고려해야 하는 사항과 방향성을 제안하였다.
Abstract
This study examined whether there were differences in the perception for teaching efficacy by teachers' training and teaching experiences for STEAM after controling for teaching years. A total of 199 teachers participated in the study. Results indicated that teacher's teaching years(covariance) did not impact on teaching efficacy in successful intelligence and collective teacher efficacy. After controling for teaching years, there were no significant differences in teaching efficacy in successful intelligence and collective teacher efficacy by teachers' training for STEAM. However, there were significant effects of teaching experiences for STEAM on teaching efficacy in creative successful intelligence and collective teacher efficacy. Teachers applying STEAM into their teachings perceived their teaching efficacy in creative successful intelligence and collective teacher efficacy more positive than teachers not applying STEAM into their teachings. On the basis of these results, this study suggested the implications(or directions) in planning for STEAM training programs.
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