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예비교사의 TPACK 역량 측정 설문과 수행평가 결과의 차이

The difference of measurement results between the questionnaire and performance assessment of Pre-service teacher’s TPACK competency

백성혜|최경식
한국과학교육학회 (The Korean Association for Science Education)|2020.08|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제40권 제4호|pp. 437-449|DOI https://doi.org/10.14697/jkase.2020.40.4.437

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키워드

수행평가설문지예비 교사Pre-service teacherperformance assessmentquestionnaireTPACKcompetency measurement역량 측정
주제분류교육학

초록

이 연구에서는 예비 교사들이 갖고 있는 TPACK의 실천적 역량을 측정하기 위하여 기존의 연구들에서 사용한 TPACK 측정 설문지와 수행평가를 통해 드러난 TPACK 역량의 관계를 비교하였다. 이를 위하여 이 연구에서는 예비 교사의 TPACK 설문지를 개발하였다. 또한 ‘달과 천체의 변화’에 관련된 수행평가 과제 및 면담을 통해 예비 교사의 TPACK 역량의 실제를 분석하였다. 설문 분석 결과에서는 예비교사들의 PCK와 TPK이 높게 나타났고, 상대적으로 TCK와 TPACK이 낮은 것으로 나타났다. 그러나 설문에서는 TPK가 낮은 것으로 나타난 예비교사의 수행평가를 분석한 결과 TPK가 높은 것으로 나타났다. 반대로 설문에서는 TPK가 높은 것으로 나타난 예비교 사의 수행평가를 분석한 결과 TPK는 낮은 것으로 나타났다. 또한 설문에서 TCK가 낮은 것으로 나타난 예비교사의 수행평가를 분석한 결과, 반대로 TCK가 매우 높은 것으로 나타났다. 반대로 설문에서 TCK가 높은 것으로 나타난 예비교사의 수행평가를 분석한 결과, 실제 TCK 역량은 낮은 것으로 나타났다. TPACK가 설문에서는 높게 나타난 경우에도 수행평가의 실제 결과를 통해서는 TPACK가 낮은 것으로 나타났다. 이를 통해 TPACK 측정 도구들이 실행 역량 보다는 자기효능감을 측정하는 것임을 확인하였다.

Abstract

The purpose of this study was to compare the results of the developed questionnaire and performance assessment for measuring TPACK competency of pre-service teachers. For this purpose, we developed the TPACK questionnaire for pre-service teachers. Then, through the performance assessment task and interview data related to the ‘change of the moon and the celestial bodies’, the TPACK competency of the pre-service teachers was analyzed and compared with the questionnaire results. The results of the questionnaire showed that PCK and TPK of the pre-service teachers were high, and the TCK and TPACK were relatively low. However, as a result of analyzing the performance assessment of pre-service teachers who showed low TPK in the questionnaire, it was found that the TPK was high. Conversely, as a result of analyzing the performance assessment of pre-service teachers who showed high TPK in the questionnaire, it was found that the TPK was low. In addition, as a result of analyzing the performance assessment of pre-service teachers who showed low TCK in the questionnaire, it was found that the TCK was very high. Conversely, as a result of analyzing the performance assessment of pre-service teachers who showed high TCK in the questionnaire, the actual TCK competency was found to be low. Although TPCK was high in the questionnaire, TPCK was found to be low through actual results of performance assessment. Through these results, it was confirmed that TPACK measurement tools measure self-efficacy rather than actual capability.

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관련 논문AI추천

테크놀로지 내용교수지식(TPACK) 역량에 대한 예비교사의 인식 분석신원석, 엄미리, 한인숙한국교원교육학회 · 한국교원교육연구2011 · 제28권 제4호예비교사의 TPACK 평가틀 개발과 TPACK 발달 저해 요인 분석백성혜, 최경식한국과학교육학회 · 한국과학교육학회지2021 · 제41권 제4호예비교사들의 테크놀로지 내용교수지식 변화에 관한 연구: 테크놀로지 활용 교과목을 중심으로신원석, 엄미리, 한인숙한국정보교육학회 · 정보교육학회논문지2012 · 제16권 제1호예비교사와 현직교사의 TPACK 교육 요구 분석 및 비교이영준, 이은경, 정재리한국컴퓨터정보학회 · 한국컴퓨터정보학회논문지2025 · 제30권 제3호예비 교사의 테크놀로지 교수 내용 지식 향상을 위한 TPACK-P 교육 프로그램 개발김성원, 이영준한국컴퓨터정보학회 · 한국컴퓨터정보학회논문지2017 · 제22권 제7호예비교사 테크놀로지 활용 역량의 중요도와 실행도 분석조미헌한국정보교육학회 · 정보교육학회논문지2016 · 제20권 제6호

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