예비 초등교사의 영재 교수 효능감과 영재교육에 대한 태도에 관한 설문조사 연구
Pre-service Primary School Teachers’ Self-efficacy and Attitudes towards Gifted Education: A Survey Study
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교수 효능감과 교사의 영재에 대한 태도는 교사의 영재에 대한 인식과 태도에 영향을 미치고, 차례로 영재의 학습동기와 학업성취 및 영재 프로그램에 선발될 가능성에 영향을 미칠 수 있으므로 중요하다. 본 연구에서는 예비 초등교사들의 영재를 가르치는 효능감과 태도를 알아보고, 그들의 효능감과 태도의 상관관계가 있는지를 분석하며, 대학교 영재수업의 수강 여부가 이들의 효능감과 태도와 관련이 있는지를 살펴보았다. 총 481명의 예비 초등교사들이 설문조사에 참여하였으며, 설문지는 예비교사들의 영재를 가르치는 효능감과 영재교육에 대한 태도에 대한 문항들로 이루어 졌다. 설문 결과, 예비 초등교사들은 영재를 가르치는 데에 있어서 약간의 효능감을 보이는 것으로 드러났다. 영재교육에 대해서는 지지하는 경향을 보였으며 영재교육을 소수를 위한 엘리트주의로 보지 않았다. 또한 예비 초등 교사의 영재를 가르치는 데에 대한 효능감과 영재교육에 대한 지지적 태도가 통계적으로 유의한 정적 상관관계를보였다. 또한, 대학에서 영재 수업을 들은 학생들과 듣지 않은 학생들의 교수 효능감과 영재교육에 대한 지지도에 통계적으로 유의한 차이가 있었다.
Abstract
This study explores South Korean pre-service primary teachers’ sense of efficacy and their attitudes towards gifted students, and the relationship between the two variables. Teachers’ self-efficacy and their attitudes towards gifted students are important because they impact teachers’ perception and performance, which in turn could impact on the motivation and academic performance of gifted students and their chance of being identified for gifted education programs. Although many studies have emphasized the positive effects of initial teacher training on pre-service teachers’ self-efficacy and attitudes towards students, none of the universities in South Korea that offer a bachelor’s degree in primary education provides a compulsory course in gifted education, and elective course offerings are limited. In total, 481 fourth-year South Korean primary education major students participated in the survey. As a result of the survey, significant correlations were found between the pre-service teachers’self-efficacy in teaching gifted students and their supportive attitudes towards gifted students and gifted education. There was a statistically significant difference in the levels of a teacher’s self-efficacy in teaching gifted students as well as supportive attitudes towards gifted education between those who teachers who had or had not taken a course in gifted education.
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