블렌디드 및 온라인 학습환경의 초등과학교육 강의에 참여한 예비 교사의 테크놀로지 내용교수지식과 과학교수효능감의 변화

Abstract

Due to the COVID-19 pandemic that caused the dramatic changeover from traditional learning environments to online and blended settings, there has been a growing need to discuss future education for the post-COVID-19 era and preservice teacher education to support teaching in unpredictable learning environments. Focusing on the variable of learning environments that blended learning before the COVID-19 pandemic versus online learning during the pandemic, we aimed to explore whether preservice teachers’ TPACK and STEBI-B can differ. Participants were a total of three hundred preservice teachers who attended the science teaching method courses training their TPACK at the teachers college in South Korea during the 2018 to 2020 academic years; they were 194 in the blended learning group and 106 in the online learning group. Survey data on their TPACK and STEBI-B were collected at the start and end of the courses and analyzed using ANOVA, Scheffe test, and ANCOVA. In the ANOVA result, the preservice teachers’ TPACK in the pretests significantly differ in subcomponents relevant to technological knowledge such as TK, TCK, TPK, and TPACK. Meanwhile, the overall scores in the pretests revealed no significant difference in learning environments. In contrast, the overall scores and some components in the TPACK posttests showed a significant difference. The ANCOVA result demonstrated that the total scores in the TPACK posttests during the COVID-19 pandemic were lower than those of the other academic years. In terms of STEBI-B, the ANOVA supported this point that the change of learning circumstances into involuntary online learning may influence preservice teachers’ affective domains. Particularly, the ANOVA for the STEBI-B represented the severe difference among groups. This paper provides evidence that teaching approaches of curriculum studies for elementary school learners might affect preservice teachers’ knowledge and self-efficacy.