Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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Validation of Indicators for Science Teaching-Learning Competency of Pre-service Teachers and the Effect of Simulated Teaching

예비 교사의 과학 교수-학습 역량 지표 요인 검증과 모의 수업 실연이 역량에 미치는 효과

  • Received : 2024.07.26
  • Accepted : 2024.08.23
  • Published : 2024.10.31
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Abstract

This study validated the factor structure of the indicators for measuring pre-service teachers' science teaching-learning competency and analyzed the effects of simulated teaching practice on these competencies. Furthermore, it used response data from 175 pre-service teachers to verify the factor structure of the science teaching-learning competency indicators, and the data from 73 respondents from three departments to examine the effects of simulated teaching practice. To analyze the factor structure of science teaching-learning competency, the content validity index was calculated by five elementary school teachers, and the principal axis factoring with the Promax rotation and reliability analysis were conducted. Moreover, using, a paired sample t-test, the comparison of science teaching-learning competencies before and after simulated teaching practice was analyzed. The study results are as follows. The science teaching-learning competency indicators were revised and supplemented by 30 items under five factors, with a content validity index of .94. The exploratory factor analysis confirmed that 30 items were loaded onto the intended factors, and the reliability of the indicators was found to be .953 (in the sub-factor .829-.918). The paired sample t-test results revealed significant improvement in the pre-service teachers' science teaching-learning competencies before and after the simulated teaching practice. Furthermore, this study verified the significant effect of the simulated teaching practice on the pre-service teachers' science teaching-learning competencies and explained the need for continued implementation of the simulated teaching practice to reflect the specifics of school teaching in the pre-service teacher education curriculum. Moreover, it suggests the necessity of developing evaluation scales for the observer-rated scale, in addition to the self-report scales, to measure the teaching-learning competencies.

이 연구는 예비 교사들의 과학 교수-학습 역량을 측정하기 위한 지표의 요인 구조를 검증하고, 모의 수업 실연이 예비 교사들의 과학 교수-학습 역량에 미치는 효과를 분석하고자 하였다. 연구 대상으로는 과학 교수-학습 역량 지표의 요인 구조 검증에 175명의 예비 교사들의 응답 데이터를 활용하였으며, 모의 수업 실연에 따른 과학 교수-학습 역량에 미치는 효과에는 3개 학과 73명이 응답한 데이터를 활용하였다. 과학 교수-학습 역량의 요인 구조 검증을 위한 분석은 현장 초등교사 5인의 내용 타당도 지수 산출과 사교회전(프로맥스)을 활용한 주축 요인 분석 및 신뢰도 분석을 실시하였다. 그리고 모의 수업 실연에 따른 과학 교수-학습 역량 비교는 대응 표본 t-test를 통해 분석하였다. 연구 결과는 다음과 같다. 과학 교수-학습 역량 지표는 5요인 30문항으로 수정·보완하였으며 내용 타당도 지수는 .94로 분석되었고, 탐색적 요인 분석에서는 30개 문항이 모두 의도한 요인에 적재된 것을 확인할 수 있었으며, 지표의 신뢰도는 .953 (.829~.918)로 분석되었다. 대응 표본 t-test 결과에서는 모의 수업 전과 후 예비 교사들의 과학 교수-학습 역량에는 유의미한 향상이 나타났다. 이 연구를 통해 모의 수업 실연이 예비 교사들의 과학 교수-학습 역량에 미치는 유의미한 효과를 검증할 수 있었으며, 예비 교사 교육과정에서 학교 수업 현장성 반영을 위해 앞으로도 모의 수업 실연이 이루어질 필요성이 제기된다. 또한 교수-학습 역량 측정과 관련하여 자기 보고식 척도 외에 타자 평가용 척도의 개발 필요성도 제안한다.

Keywords

Acknowledgement

이 논문은 2024년도 대구교육대학교 학술연구비 지원에 의하여 연구되었음.

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