초등 예비교사들의 과학 교수에 대한 신념, 테크놀로지 교수내용지식(TPCK) 자신감 및 이들 간의 관계 분석
Pre-service Elementary School Teachers’ Beliefs about Science Teaching, Their Confidence in TPCK, and Analysis of Relationships Between Them
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본 연구는 초등 예비교사들의 과학 교수에 대한 신념과 테크놀로지 교수내용지식(Technological Pedagogical Content Knowledge) 자신감 수준과 이들 간의 관계를 분석하는데 목적이 있다. 본 연구의 결과를 바탕으로 결론을 내리면 다음과 같다. 첫째, 초등 예비교사들의 과학 교수에 대한 신념을 분석한 결과, 119명 중 75명(63%)은 진보적 교수관을, 19명(16%)은 절충적 교수관을, 25명(21%)은 전통적 교수관을 가지고 있는 것으로 분석되었다. 둘째, 초등 예비교사들의 TPCK에 대한 자신감을 분석한 결과, 자신감 수준은 테크놀로지 지식(Technological Knowledge) 영역이 가장 높게 나타났고, 테크놀로지 내용지식(Technological Content Knowledge)영역이 가장 낮게 나타났다. 셋째, 초등 예비교사들의 과학 교수 신념 유형에 따른 TPCK 자신감과의 관계를 분석한 결과, 전체적으로 테크놀로지 내용교수지식은 진보적 교수관을 가진 초등 예비교사들이 높게 나타났다. 따라서 진보적 교수관을 가진 예비교사들이 테크놀로지를 과학교육에 적극적으로 활용할 것으로 기대된다.
Abstract
This study aims to analyze pre-service elementary school teachers’ beliefs about science teaching, their level of confidence in TPCK(Technological Pedagogical Content Knowledge), and relationships between them. The results of the study were as follows. First, analysis of pre-service elementary school teachers’ belief about science showed that 75 (63%) out of 119 pre-service elementary school teachers had a progressive teaching perspective and 25 (21%) of them had a traditional teaching perspective. Second, based on analysis of pre-service elementary school teachers’ level of confidence in TPCK, their level of confidence in Technological Knowledge was found to be highest, while their level of confidence in Technological Content Knowledge was found to be lowest. Third, analysis of relationships between types of pre-service elementary school teachers’ beliefs about science teaching and their confidence in TPCK showed that pre-service elementary school teachers with a progressive teaching perspective generally had high scores on TPCK.
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