예비교사의 교육정보화 능력 향상을 위한 e-티칭 포트폴리오 활용 방안
An e-teaching portfolio application plan for improving the educational information literacy of student teachers
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초록
정보공학의 발달은 교사들에게 교육정보 활용 능력과 테크놀로지 스킬을 요구하고 있다. 이미 선진국 대학들은 현직 교사와 예비교사들의 전문성 신장과 정보화 능력 향상을 위해 다양한 프로그램을 개발, 운영하고 있으며 그 중 하나가 e-티칭 포트폴리오이다. 이 연구는 예비교사의 교육정보 활용 능력 향상을 위한 방법으로 e-티칭 포트폴리오를 개발하여 교육실습에 적용, 그 효과성을 알아보고 보다 효과적인 활용 방안을 제시하고자 하였다.e-티칭 포트폴리오의 개념과 유형, 개발 과정, 교사교육에서의 효과성 등을 알아보기 위하여 문헌 분석과 선행연구 고찰, 외국 대학의 활용 사례를 분석하였다. 연구대상은 교육실습생이며 e-티칭 포트폴리오를 공동 개발하여 교육실습에 적용, 설문조사와 인터뷰를 통하여 효과성을 분석하였다. 연구결과, e-티칭 포트폴리오는 예비교사들의 교육정보화 능력과 테크놀로지 스킬 향상에 도움이 되는 것으로 나타났다. 가장 흥미롭거나 도움이 되었던 내용으로는 동료들과 상호작용을 통해 협력학습의 기회와 정보를 공유함으로써 자신의 교육실습 활동을 성찰할 수 있는 기회를 가질 수 있다는 것이다. 전통적인 인쇄매체기반 실습록과 비교하여 e-티칭 포트폴리오의 장점은 다양한 수업자료 활용, 정보의 접근성과 보관성, 자료 축적 및 수정 작업의 편리성, 디지털 자료의 활용성, 다음 실습에 연속적으로 활용이 가능하다는 것이다. 반면, 단점으로는 컴퓨터 활용 능력이 부족한 학생들의 거부감, e-티칭 포트폴리오를 개발하고 활용하기 위한 장비 및 시설 구축이 필요한 것으로 나타났다.
Abstract
Due to the development of information technology, even teachers are being required to acquire technological skills and the ability to use educational information. At many universities in advanced countries, various programs are already being developed and carried out to enhance the information literacy of in-service teachers and student teachers, and refurbish their professionalism, and one such program is e-teaching portfolio. In this study, as a way of enhancing the student teachers’ ability to use educational information, we asked student teachers to develop an e-teaching portfolio and apply it to student teaching in order to find out its effectiveness, and we aimed to present a more effective program of using e-teaching portfolios in the future. The results of research showed that first, e-teaching portfolios were shown to help enhance the student teachers’ educational information literacy and technological skills, and aid them in their self-reflection. Second, what was most interesting was that they gave student teachers an opportunity to experience collaborative learning with their peers through the work of developing a portfolio together. Third, the most difficult was shown to be building the web site within a limited time, due to lack of prior-knowledge, and creatively developing it without any set design template. Fourth, e-teaching portfolios were shown to be better than traditional paper-based teaching journal in that their information and material sharing allowed more various teaching materials to be used. And they had information access, easy information sharing, convenience of material accumulation and editing work, allowed use of digital materials, convenience of storage and transfer, and the possibility of being used continuously in the following teaching practice.
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