기술 기반 미래 특수교육에 대한 특수교사의 태도 및 수업 역량진단 간편 도구 개발 및 타당화
Development and Validation of a Short Tool for Diagnosing Special Education Teachers' Attitudes and Teaching Competencies toward Technology-Based Future Special Education
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초록
이 연구의 목적은 특수교사 및 예비 특수교사 대상의 기술 기반 미래 특수교육에 관한 연수 및 교육프로그램의 실행 효과를 측정하는 데 활용할 수 있는 간편 검사 도구를 개발 및 특수교육 맥락에 맞게 타당화하는 것이다. 도구 개발을 위해, 첫째, 선행연구 분석을 통해 하위 요인과 예비 문항을 추출하여 전문가 및 현직 교사 대상으로 내용 타당도 검토 과정을 거쳤다. 둘째, 현직 특수교사 166명을 대상으로 두 검사 도구를 활용한 설문조사를 실시하였다. 주요 연구 결과를 보면, ‘기술 기반 미래 특수교육에 대한 특수교사의 태도 검사’는 5개 하위 요인으로 15문항으로 구성되었다. TPACK은 테크놀러지 관련 요인만을 대상으로 4개 하위 요인, 12문항으로 최종 도출하였다. 두 검사 모두 타당도와 신뢰도는 양호한 수준으로 나타났다. 이후 두 검사를 통해 현 특수교사의 태도 수준과 TPACK 역량을 진단하였다. 분석 결과, 특수교사의 자신감이 상대적으로 낮게 나타났으며, 태도에 비해 TPACK 역량이 전반적으로 높지 않았다. 교사 변인에 따라 차이가 있는지 알아본 결과, 연수경험과 학위과정 경험이 긍정적인 영향을 미치는 것으로 나타났다. 논의에서는 교사 및 예비교사 교육에 주는 시사점을 제시하였다.
Abstract
The purpose of this study was to develop and validate a short assessment tool for the context of special education, enabling the measurement of the implementation effectiveness of training and educational programs on technology-based future special education for special education teachers and pre-service teachers. For tool development, the process included followings. First, extracting sub-factors and preliminary items through an analysis of prior studies and conducting a content validity review with experts and in-service teachers, second, conducting a survey using two assessment tools with 166 in-service special education teachers. The key findings indicate that the “Attitude Test for Special Education Teachers toward Technology-Based Future Special Education” comprises 15 items across five sub-factors. The TPACK test, focusing on technology-related factors, resulted in a final version with 12 items across four sub-factors. Both tools demonstrated satisfactory levels of validity and reliability. Subsequent evaluations using these tools assessed current attitudes and TPACK competencies of special education teachers. The analysis revealed relatively low confidence levels among teachers, and their TPACK competencies were generally lower than their attitudes. An analysis of differences based on teacher variables showed that training experience and advanced degree program experience positively influenced outcomes. The discussion provides implications for the education and training of in-service and pre-service teachers.
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