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포스트 코로나를 위한 영어교사 테크놀로지 지식의 형성과 역할에 관한 연구

The formation and role of Korean English teacher’s technological knowledge in the COVID-19

오한나
한국영어교과교육학회 (The Korea English Education Society)|2021.02|영어교과교육 (Journal of the Korea English Education Society)|제20권 제1호|pp. 115-136|DOI 10.18649/jkees.2021.20.1.115

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참고문헌

키워드

테크놀로지 교수학적 내용 지식/교사자아효능감/기술준비도/원격수업/학교 인프라

초록

This study investigated the formation and role of Korean English Teacher’s technological knowledge. The Data for 172 English Teachers in Korea was gathered in this study using the Google questionnaire. The questionnaire was comprised of four parts: TPACK, technology readiness, English teacher’s self-efficacy, and the school infrastructure. The result was confirmed by structural equation modeling (SEM), including the following nine factors: technological knowledge, self-efficacy, school infrastructure, insecurity, content knowledge, discomfort, innovativeness, pedagogical knowledge, and optimism. Structural equation modeling for Korean English teachers’ technological knowledge, revealed only optimism and innovativeness are statistically significant, while insecurity and discomfort do not have a significant effect. Regarding English teachers’ self-efficacy, pedagogical knowledge has a direct statistical influence. Finally, the school infrastructure itself does not meaningfully influence the self-efficacy of English teachers, however the dissatisfaction related to it can be changed by the level of technological knowledge. These findings are discussed with respect to 2020, which presented an unprecedented condition on English teacher’s self-efficacy, and they will be important to determine how to balance remote learning and off-line learning in the COVID-19.

Abstract

This study investigated the formation and role of Korean English Teacher’s technological knowledge. The Data for 172 English Teachers in Korea was gathered in this study using the Google questionnaire. The questionnaire was comprised of four parts: TPACK, technology readiness, English teacher’s self-efficacy, and the school infrastructure. The result was confirmed by structural equation modeling (SEM), including the following nine factors: technological knowledge, self-efficacy, school infrastructure, insecurity, content knowledge, discomfort, innovativeness, pedagogical knowledge, and optimism. Structural equation modeling for Korean English teachers’ technological knowledge, revealed only optimism and innovativeness are statistically significant, while insecurity and discomfort do not have a significant effect. Regarding English teachers’ self-efficacy, pedagogical knowledge has a direct statistical influence. Finally, the school infrastructure itself does not meaningfully influence the self-efficacy of English teachers, however the dissatisfaction related to it can be changed by the level of technological knowledge. These findings are discussed with respect to 2020, which presented an unprecedented condition on English teacher’s self-efficacy, and they will be important to determine how to balance remote learning and off-line learning in the COVID-19.

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