예비교사 국제교류수업 역량 함양을 위한 모의수업 기반 프로그램 개발과 적용

Abstract

The importance of international cooperation in education has grown due to globalization and the Fourth Industrial Revolution. However, the global competency of South Korean students is reported to be relatively low. While a high demand exists for enhancing teachers’ global competencies, their self-efficacy in this area also falls below the OECD average. Consequently, it has become imperative for universities to strengthen preservice teachers’ competencies in international education cooperation. Therefore, this study aimed to enhance said competencies, particularly those that are in high demand in the field, as part of efforts to improve these teachers’ global competencies. In international exchange classes, learners from different countries and cultural backgrounds collaborate online to achieve common learning goals. Such classes can be conducted entirely online and are relatively less constrained by participant numbers, which makes them especially suitable as programs for all preservice teachers. Based on these characteristics, this study developed a program designed to foster preservice teachers’ international exchange teaching competencies through simulated classes. The development process included analyses of previous studies and consultations with field experts. The program focused on the following three core areas: (1) the design of online international exchange activities, (2) the use of educational technology, and (3) conducting real-time remote classes. To verify the program’s effectiveness, it was implemented with preservice teachers as participants, who completed pre-surveys before the program and post-surveys along with self-reflection reports after they had participated. Through a comparative analysis of the surveys and reports, the program’s impact was evaluated, and the educational components necessary for fostering international exchange teaching competencies were identified. The results indicated that the program had effectively improved preservice teachers’ digital skills and international exchange teaching competencies. However, it also highlighted the need to further strengthen their practical abilities to design and conduct international exchange classes beyond simply focusing on educational technology and communication skills. This study’s findings reflect the increasing social demand for teachers with global competencies as well as the growing necessity for teacher education programs to address it. It provides a case study of how programs for enhancing international exchange teaching competencies can be developed and improved. Considering the program’s effectiveness, such initiatives should be expanded to include all preservice teachers in teacher education universities, as this approach would contribute to meeting the demands of the global era and enhancing the global competencies of in-service teachers.