미국 온라인 영재교육 교사 연수프로그램의 중도탈락 요인 분석
Analysis of Factors Influencing Teacher Dropouts in an Online Professional Development Program for Gifted Education in the US
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초록
본 연구는 미국 초, 중, 고등학교 영재교육담당 교사를 대상으로 3년 동안 개설된 온라인 교사 연수 프로그램에서 교사들이 온라인 강좌를 끝까지 수료하지 않고, 중도탈락하게 하게 된 요인을 탐색하였다. 중도탈락한 교사들을 대상으로 온라인 설문과 전화 인터뷰를 실시하였고, 중도탈락을 예견할 수 있는 암시적 행동을 알아보기 위해 수료집단과 중도탈락한 집단간의 영재교육에 관한 사전 검사 점수를 비교 분석하였다. 연구 결과, 예측과 달리 기술적 어려움은 중도탈락에 큰 영향을 미치지 않았으며, 가장 큰 요인으로는 온라인 강좌 수강동안 예기치 않게 발생한 가정과 학교에서 증가된 책무로 인한 스트레스와 학습 시간 부족으로 확인되었다. 또 다른 요인으로는 교수자에 대한 불만족, 특히 교수자가 수강하는 교사들의 어려움과 필요에 적절히 대응하지 못하거나, 온라인 강좌의 교수자와 교사들이 충돌되는 문제를 적절히 조절하는 체제가 부족했던 것으로 나타났다. 중도탈락을 예견할 수 있는 암시적 행동에 관한 분석결과, 영재교육에 관한 오개념을 더 많이 지닌 교사들의 경우 중도 탈락하는 경향이 있었다. 연구 결과를 바탕으로 온라인 교사교육 환경에서 교사들의 중도탈락률을 낮추기 위한 전략들을 제안하였다.
Abstract
An online professional development program offered a series of online training courses to K-12 teachers for gifted education in the US for three years. This study explores the factors influencing teachers' decision on drop out of the online courses. Non completing teachers participated in an online survey and phone interviews. In addition, Myths and Reality pre-test scores were compared between the group of teachers who successfully completed the courses and the group of teachers who did not complete them. As a result, unexpectedly, difficulties with technology was not found to be a deterrent to the completion of the online courses. The most significant influence on dropping a course was the stress of daily life and the lack of time to study due to increased responsibilities and commitment at the school and home. Another factor was dissatisfaction with the instructors. Particularly, the dropout teachers suggested the need to have a conflict resolution policy in place. Based on the analysis of the Myths and Reality pre-test, teachers who had more misconceptions of giftedness were more likely to drop out than those who possessed less misconceptions. Based on the findings of the study, effective strategies for reducing teachers' dropout rates in online professional development courses were suggested.
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