프로그래밍 기반 TPACK 교육 프로그램을 통한 예비 교사의 테크놀로지 통합 자아효능감 변화
The Changes of Self-efficacy Beliefs of Pre-service Teachers for Technology Integration through Programming-based TPACK Educational Program
0
조회
0
다운로드
9
인용
0
참고문헌
키워드
초록
In this paper, we propose the effects of programming-based TPACK educational program on the pre-service teacher‘s self-efficacy beliefs for technology integration. For this study, pre-service teachers who received programming education and TPACK education based on ICT were set as control group and pre-service teachers who received programming-based TPACK education as experimental group. In order to observe the change, the pre-service teachers conducted the test tool to measure the self-efficacy beliefs for technology integration before and after applying the educational program. As a result of the study, only the pre-service teachers who received the programming-based TPACK education showed significant improvement in the self-efficacy beliefs for technology integration. Furthermore, in the post-test, the experimental group showed a significantly higher difference than the control group. Through this study, it was concluded that programming-based TPACK educational program is effective in enhancing pre-service teacher 's self-efficacy beliefs for technology integration.
Abstract
In this paper, we propose the effects of programming-based TPACK educational program on the pre-service teacher‘s self-efficacy beliefs for technology integration. For this study, pre-service teachers who received programming education and TPACK education based on ICT were set as control group and pre-service teachers who received programming-based TPACK education as experimental group. In order to observe the change, the pre-service teachers conducted the test tool to measure the self-efficacy beliefs for technology integration before and after applying the educational program. As a result of the study, only the pre-service teachers who received the programming-based TPACK education showed significant improvement in the self-efficacy beliefs for technology integration. Furthermore, in the post-test, the experimental group showed a significantly higher difference than the control group. Through this study, it was concluded that programming-based TPACK educational program is effective in enhancing pre-service teacher 's self-efficacy beliefs for technology integration.
참고문헌 (47)
- Schwab, K., "The fourth industrial revolution" (2017), Crown Business
- Bonk, C. J., "The world is open : How web technology is revolutionizing education", EdMedia : World Conference on Educational Media and Technology, pp.3371~3380 (2009)
- Berson, M., "Guidelines for using technology to prepare social studies teachers", Contemporary issues in technology and teacher education, 1(1), pp.107~116 (2000)
- 이다희, "수학교사의 테크놀로지 교수 내용 지식(TPACK)에 대한 연구: TPACK에 대한 인식 및 교육요구도 분석 중심으로", 수학교육, 57(1), pp.1~36 (2018), 한국수학교육학회[DOI]
- Koehler, M. J., "The handbook of technological pedagogical content knowledge (TPCK) for educators", pp.3~29 (2008), Lawrence Erlbaum Associates
- MmBong, "Korean Middle School Teachers'and Students' Perceptions and Attitudes Toward ICT Use in Mathematics Classroom", Journal of Research in Curriculum Instruction, 8(2), pp.147~165 (2004)
- 김선희, "미래 수학 교실에 대한 전망과 교사들의 인식 조사", 교과교육학연구, 16(1), pp.285~324 (2012), 교과교육연구소[DOI]
- Yjkim, "A Study on the Actual Condition of the In-service Training of Engineering Mathematics Teachers in Secondary Mathematics", Journal of Mathematic Education in Korea, 38, pp.37~48 (2010)
- Grugeon, B., "Teacher education courses in mathematics and technology : Analyzing views and options", pp.329~345 (2009), Springer
- Mishra, P., "Technological pedagogical content knowledge : A framework for teacher knowledge", Teachers college record, 108(6), pp.1017~1054 (2006)
- Shulman, L. S., "Those who understand : Knowledge growth in teaching", Educational researcher, 15(2), pp.4~14 (1986)
- Koehler, M. J., "What happens when teachers design educational technology? The development of technological pedagogical content knowledge", Journal of educational computing research, 32(2), pp.131~152 (2005)
- Koehler, M., "What is technological pedagogical content knowledge(TPACK)?", Contemporary issues in technology and teacher education, 9(1), pp.60~70 (2009)
- Wu, Y. T., "Research trends in technological pedagogical content knowledge(TPACK)research : A review of empirical studies published in selected journals from 2002 to 2011", British Journal of Educational Technology, 44(3), pp.73~76 (2013)
- Jwchoi, "Extension of Technology in TPACK : Tools, Application Software, and Programming", Proceeding of The Korea Society of Computer and Information, 23(2), pp.137~138 (2015)
- Hwshin, "Analysis of gas concept type of 6th grade elementary students expressed by the scratch program", Convergence Education Review, 1, pp.19~37 (2015)
- 노희진, "스크래치를 활용한 고등학교 과학 수업에 대한 학생 인식", 한국과학교육학회지, 35(1), pp.53~64 (2015), 한국과학교육학회[DOI]
- Shpaik, "The Effect of Teacher Education Using Scratch on Understanding of Science Model", Proceeding of The Korea Society of Computer and Information, 25(2), pp.381~384 (2017)
- Kim, H., "Enhancing teachers' ICT capacity for the 21st century learning environment : Three cases of teacher education in Korea", Australasian Journal of Educational Technology, 28(6) (2012)
- 황요한, "소프트웨어 활용 탐구 활동을 통한 고등학생의 프로그래밍과 컴퓨팅 사고력에 대한 인식 변화와 과학 학습에 대한 태도 조사 - 스크래치와 피지컬 컴퓨팅 교구의 활용을 중심으로 -", 한국과학교육학회지, 36(2), pp.325~335 (2016), 한국과학교육학회[DOI]
- 김성원, "예비 교사의 테크놀로지 교수 내용 지식 향상을 위한 TPACK-P 교육 프로그램 개발", 한국컴퓨터정보학회논문지, 22(7), pp.141~152 (2017), 한국컴퓨터정보학회[DOI]
- Swkim, "A Study on Improvement of the TPACK Educational Program based on Programming", The Proceeding of Korean Association of Computer Education, 22(1), pp.21~23 (2018)
- Swkim, "An Investigation of the Perception of Pre-service Teachers on Instructional Design based on Programming", Proceeding of The Korea Society of Computer and Information, 26(1), pp.117~120 (2018)
- Swkim, "Development and Application of the TPACK-P Education Program for Preservice Teachers’TPACK", International Journal of Engineering &Technology, 7(3)통권 : 34, pp.654~662 (2018)
- 김성원, "프로그래밍 기반 TPACK 교육 프로그램이 예비 교사의 자아효능감에 미치는 효과", 컴퓨터교육학회 논문지, 21(5), pp.49~59 (2018), 한국컴퓨터교육학회[DOI]
- Swkim, "The Effects of the TPACK-P Education Program on Teaching Expertise of Pre-service Teachers'", Indian Journal of Public Health Research & Development, 9(8) (2018)
- Bandura, A., "Self-efficacy: The exercise of control" (1997), Macmillan
- Birisci, S., "Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers", Contemporary Educational Technology, 10(1), pp.75~93 (2019)
- McCulloch, A. W., "Factors that influence secondary mathematics teachers' integration of technology in mathematics lessons", Computers & Education, 123, pp.26~40 (2018)
- Wang, L., "Increasing preservice teachers’ self-efficacy beliefs for technology integration", Journal of research on technology in education, 36(3), pp.231~250 (2004)
- Sahin, I., "Relationship of preservice teachers’ technological pedagogical content knowledge with their vocational self-efficacy beliefs", Society for Information Technology &Teacher Education International Conference, pp.4137~4144 (2009)
- Abbitt, J. T., "An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge(TPACK)among preservice teachers", Journal of Digital Learning in Teacher Education, 27(4), pp.134~143 (2011)
- Lee, Y., "Enhancing pre-service teachers'self-efficacy beliefs for technology integration through lesson planning practice", Computers & Education, 73, pp.121~128 (2014)
- 양창모, "교육용 프로그래밍 언어를 사용한 프로그래밍 교육의 효과에 관한 메타분석", 정보교육학회논문지, 18(2), pp.317~324 (2014), 한국정보교육학회[DOI]
- Aykim, "Self-efficacy and measurement", Proceeding of Industrial and Organizational Psychology, pp.51~64 (1996)
- Pajares, M. F., "Teachers’ beliefs and educational research : Cleaning up a messy construct", Review of educational research, 62(3), pp.307~332 (1992)
- Anderson, S. E., "Preservice teachers' abilities, beliefs, and intentions regarding technology integration", Journal of Educational Computing Research, 37(2), pp.151~172 (2007)
- Abbitt, J. T., "Identifying influences on attitudes and self-efficacy beliefs towards technology integration among pre-service educators", Electronic Journal for the integration of technology in Education, 6(1), pp.28~42 (2007)
- Ertmer, P. A., "Teacher technology change : How knowledge, confidence, beliefs, and culture intersect", Journal of research on Technology in Education, 42(3), pp.255~284 (2010)
- Farjon, D., "Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience", Computers & Education, 130, pp.81~93 (2019)
- Ertmer, P. A., "Teacher beliefs and technology integration practices : A critical relationship", Computers & Education, 59(2), pp.423~435 (2012)
- Kim, C., "Teacher beliefs and technology integration", Teaching and teacher education, 29, pp.76~85 (2013)
- Koh, J. H. L., "Examining practicing teachers’ perceptions of technological pedagogical content knowledge(TPACK)pathways : A structural equation modeling approach", Instructional Science, 41(4), pp.793~809 (2013)
- Hskim, "The effects of Programming Learning on Self-control and Self-efficacy in Elementary School", The Proceeding of Korean Association of Computer Education, 13(1), pp.355~359 (2009)
- 홍성권, "초등학생의 게임 프로그래밍 경험이 자기효능감에 미치는 영향", 교원교육, 30(3), pp.197~215 (2014), 교육연구원[DOI]
- Dynamic spreadsheets as learning technology tools: Developing teachers’technology pedagogical content knowledge (TPCK), "Niess, M. L.", American Educational Research Association, ~ (2007)
- Niess, M. L., "Preparing teachers to teach science and mathematics with technology : Developing a technology pedagogical content knowledge", Teaching and teacher education, 21(5), pp.509~523 (2005)
