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직업계고 전문교과 교사의 디지털 역량 잠재집단분석: 교사 개인 특성과 디지털 기술 활용 형태와의 관계

Latent Groups of Vocational Teachers’ Digital Competence: Relationship between individual characteristics and the type of technology integration

김남희
한국직업교육학회|2023.10|직업교육연구 (The Journal of Vocational Education Research)|제42권 제5호|pp. 1-25

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latent profile analysis잠재프로파일분석디지털 역량technology integration전문교과digital competencevocational subject디지털 기술 활용
주제분류교육학

초록

본 연구는 직업계고 전문교과 교사의 디지털 역량 잠재집단을 분류하고 개인의 태도, 연령, 학습경험, 디지털기술 활용 실습지도 유무가 잠재집단 구분에 미치는 영향력 및 잠재집단별 디지털 기술 활용 형태의 차이를 분석하였다. 이를 위해 2022년 7월 1일부터 7월 20일까지 직업계고에 재직 중인 전문교과 교사 1,091명을 대상으로설문조사를 실시하였으며 수집된 자료를 토대로 잠재프로파일분석 및 예측변인과 결과변인 검증을 실시하였다. 분석 결과 첫째, 직업계고 전문교과 교사의 디지털 역량 잠재집단은 총 3개로 분류되었으며, 디지털 역량 지표변인의 점수를 고려하여 각 집단 명칭을 상위수준 집단(24.8%), 중간수준 집단(63.8%), 하위수준 집단(11.4%)으로명명하였다. 둘째, 직업계고 전문교과 교사의 디지털 역량 잠재집단 분류에 유의한 영향을 미치는 개인 특성 변인을 확인한 결과 디지털 기술 활용에 대한 긍정적 태도를 가질수록, 연령이 낮을수록, 학습 경험을 가지고 있을수록, 전공에서 컴퓨터 및 소프트웨어 실습 지도를 하고 있을수록 디지털 역량 상위수준 집단에 속할 가능성이높았다. 셋째, 디지털 역량 잠재집단별 디지털 기술 활용 형태를 분석한 결과 하위수준 집단보다 중간수준 집단에서, 중간수준 집단 보다 상위수준 집단에서 3가지 형태(내용전달 목적의 활용, 수업 다양화 목적의 활용, 수업혁신 목적의 활용)의 활용 수준이 모두 높게 나타났다. 디지털 역량 하위수준 집단에서는 주로 내용 전달 목적의활용 위주로만 디지털 기술 활용이 이루어지고 있음을 확인하였다. 본 연구의 이러한 결과는 전문교과 교사들의태도나 디지털 기술 활용 실습지도 유무, 학습 경험 유무 등에 따라 디지털 역량과 디지털 기술 활용 형태가 달라질 수 있음을 시사한다. 이를 토대로 직업계고 전문교과 교사의 디지털 역량 증진을 위한 정책적 시사점을 제안하였다

Abstract

The purpose of study is to identify the latent groups of vocational teachers' digital competence and analyze predictor variables(attitude, age, learning experience, characteristics of major) and outcome variables(type of technology integration). To this end, a survey was conducted on 1,091 vocational teachers from July 1 to July 20, 2022, and a three-steps latent profile analysis(LPA) based on the collected data. The results are as follows; First, the digital competence of vocational teachers was categorized into three potential groups, each of which was named the upper group(24.8%), the middle group(63.8%), and the lower group(11.4%). Second, we found that attitudes, age, learning experience and characteristics of major all had a significant effect on the classification of digital competence latent groups. The more positive the attitude, the younger the age, the more learning experience, and the more computer and software experience in their class, the more likely they were to be in the upper group. Third, as a result of analyzing the types of technology integration by digital competence latent groups, all three types(technology use for delivery, technology use for enrichment, technology use for transformation) were highest in the upper group. It was confirmed that lower group of digital competence was mainly used technology for content delivery purposes. Based on this, policy implications for improving the digital competence of vocational teachers were proposed.

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