• Proceedings of the Korean Society of Computer Information Conference
• /
• 2017.07a
• /
• pp.229-230
• /
• 2017

테크놀로지의 중요성이 증가함에 따라 교사와 예비 교사의 테크놀로지 관련 지식의 중요성이 증가하고 있다. 이에 따라 예비 교사의 TPACK을 향상시키기 위한 다양한 연구가 진행되고 있다. 본 연구에서는 프로그래밍을 접목한 TPACK-P 모델을 기반으로 개발한 교육 프로그램을 예비 교사에게 적용하고, 예비 교사의 TPACK 변화를 관찰하였다. 교육 프로그램의 적용은 K 대학의 2016년 2학기 강의의 일부로 진행하였으며, 연구 대상은 수업을 수강하는 예비 교사 19명이었다. 교육 프로그램을 적용하기 전과 후에 박기철과 강성주(2014)의 검사 도구를 활용하여 예비 교사의 TPACK을 측정하였고, 대응 표본 t-검정을 통하여 예비 교사의 TPACK 변화를 통계적으로 분석하였다. 분석한 결과, TPACK-P 기반 교육 프로그램은 예비 교사의 TPACK 발달에 효과적인 것으로 나타났다. 세부 영역에서는 PCK를 제외한 모든 영역에서 통계적으로 유의미한 차이가 나타났다.

• Journal of the Korean School Mathematics Society
• /
• v.25 no.2
• /
• pp.195-224
• /
• 2022

In this study, pre-service mathematics teachers cultivated technology content teaching knowledge (TPACK) in the regular curriculum of the College of Education. The course was designed to enhance pre-service teachers' mathematical communication skills by using an application, which is a mobile mathematics learning content for the development of group creativity of high school students. The educational program to improve mathematics teaching expertise using the application for group creativity expression consists of pre-education, goal setting, planning, teaching at school, and evaluation. In this process, pre-service teachers evaluated technology tools. They also wrote a task dialogue, lesson play, reflective journal, and lesson plan to guide high school students to develop group creativity in both app activities. As a result of the educational program, pre-service mathematics teachers cultivated TPACK and enhanced their mathematical communication skills with high school students to develop group creativity.

• Journal of the Korean School Mathematics Society
• /
• v.12 no.2
• /
• pp.195-227
• /
• 2009

The study was designed to describe the pre service teachers' development of their TPCK throughout the teacher preparation program that integrated technology throughout the program and how they succeeded in teaching with technology in the actual classroom during student teaching. Multiple data sources were used to obtain information toward answering the research questions. Overall, the emphasis of the teacher preparation program in this study in helping preservice teachers to acquire TPCK transformed the preservice teachers' understanding described by the four components of TPCK. However, the diversity of beliefs, teaching, and technology background affected their understanding and development of TPCK throughout the program.

• Journal of Korean Elementary Science Education
• /
• v.40 no.4
• /
• pp.443-459
• /
• 2021

In this study, a TPACK-based STEAM program was developed and applied under the theme of excretory organs in the 'Structure and Function of Our Body' of the elementary science curriculum. The program was produced and conducted through curriculum analysis and learning goal detailing, learning environment analysis, teaching·learning method and technology selection, TPACK elements arrangement and teaching·learning material development, application and effectiveness verification. Teacher's TPACK considered in STEAM program design process is content knowledge (appearance and work of excretory organs), pedagogical knowledge (STEAM, problem-based learning, research learning, discussion learning, cooperative learning, scientific writing) and technology knowledge (3D printer and smart device application technology). The program consisted of a total of 8 hours of project learning activities and was applied to 29 students in the fifth grade as an experimental group. A program of the same theme developed mainly from textbooks was applied to 27 students in the fifth grade of a comparison group. As a result of the application of the program, the experimental group showed significant improvement in creative problem-solving ability and scientific attitude compared to the comparison group, and the class satisfaction with the STEAM program was also high. However, there was no significant difference in academic achievement ability.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2018.07a
• /
• pp.277-278
• /
• 2018

테크놀로지의 중요성이 증가함에 따라 교육에서도 테크놀로지가 활발하게 도입되고 있다. 이에 따라 TPACK에 대한 관심이 증가하였으며, 김성원과 이영준(2017)은 프로그래밍 기반 TPACK 교육 프로그램을 개발하고, 효과를 검증하였다. TPACK-P 교육 프로그램은 예비 교사의 수업 전문성 발달에 한계가 존재하였으며, 이러한 문제를 해결하기 위하여 프로그래밍 기반 수업 사례 분석이 추가된 TPACK-P 교육 프로그램을 제안하였다. 본 연구에서는 개선된 TPACK-P 교육 프로그램이 수업 전문성에 미치는 영향을 살펴보기 위하여, 개선된 TPACK-P 교육 프로그램을 적용하여 예비 교사의 자아 효능감 변화를 관찰하였다. 그 결과, 개선된 TPACK-P 교육 프로그램은 예비 교사의 자아 효능감 향상에 효과적인 것을 확인할 수 있었다. 또한, 선행 연구와 다르게 자신감, 과제 난이도에서 유의미한 향상이 나타났다.

• Journal of the Korea Society of Computer and Information
• /
• v.25 no.7
• /
• pp.213-224
• /
• 2020

This study analyzes the effects of programming-based TPACK education programs, designed by Kim and Lee (2019), on the teaching expertise of pre-service teachers. The research subjects were 40 pre-service teachers, divided into an experimental group and a control group. The experimental group underwent the programming-based TPACK education program, and the control group used an ICT-based TPACK education program. A test tool was used to measure not only teaching expertise but also teaching efficacy and self-efficacy beliefs about technology integration. As a result of the study, teaching expertise, teaching efficacy, and self-efficacy beliefs about technology integration improved significantly in the experimental group. The pretest showed no significant difference between the experimental group and the control group, but in the post-test, the experimental group showed significantly higher teaching expertise than the control group. These results showed that the programming-based TPACK education program is effective for developing teaching expertise in pre-service teachers.

• 한국벤처창업학회:학술대회논문집
• /
• 2021.11a
• /
• pp.63-67
• /
• 2021

최근 중등교육에서 기업가정신 교육에 대한 필요성에 대한 인식이 확산되면서, 현장에서 이를 실천할 교사의 역량이 중요해졌다. 본 연구는 기업가정신 교육을 실천할 교사들의 역량을 탐색하고 중요도와 실행도 차이를 분석함으로써, 교육 요구도의 우선순위를 도출하고자 하였다. 이를 위하여 본 연구는 TPACK(Technological Pedagogical Content Knowledge, 테크놀로지내용교수지식) 모델에 기반하여 기업가정신 교육 역량을 개념화하고, 이를 측정하기 위한 도구를 개발하였다. 이를 활용하여 기업가정신 교육에 관심이 있는 중등교사 217명을 대상으로 설문조사를 실시하여 중요도와 실행도의 차이를 분석하였다. 연구결과, TPACK의 모든 하위 요인에 대하여 중요도의 평균이 실행도의 평균보다 높아 교육적 처방이 필요한 것으로 나타났다. 또한 중요도-실행도 매트릭스에서 가장 개선의 우선순위가 높은 요인은 CK(내용지식)인 것으로 나타났다. 이러한 결과를 토대로 교사들의 기업가정신 교육 역량 강화를 위한 시사점을 도출하였다.

• The Mathematical Education
• /
• v.56 no.4
• /
• pp.407-434
• /
• 2017

The purpose of this study is to develop and verify the TPACK measurement tool for middle and high school mathematics teachers in the Korean context. Also, by clarifying the relationship between subordinate factors of Mathematics teachers' TPACK, an attempt was made to provide suggestions on the designs and directions for the in-service and pre-service teacher education and the programs for improving mathematics teachers' TPACK in the future. In order to achieve this goal, TPACK factors of mathematics teachers were extracted by reviewing literature on PCK, MKT, and TPACK. Then, content validity, basic statistical survey, reliability verification, exploratory factor analysis, confirmatory factor analysis, and structural equation model verification were conducted sequentially. At first, preliminary analysis was carried out on 79 mathematics teachers, and 76 items excluding the items with extreme value and reliability were included in the basic statistical analysis. And secondly, an exploratory factor analysis was conducted on 376 mathematics teachers, and this instrument consisted of 7 subordinate factors(CK, PK, TK, PCK, TCK, TPK, TPACK) and 61 items. Also by conducting confirmatory factor analysis and structural equation model test with 254 mathematics teachers, the measurement tool was confirmed the validity and reliability through statistically significant analysis. Then, the importance of integrated knowledge was confirmed by looking at the relationship between the TPACK factors of in-service mathematics teachers. The integrated knowledge(PCK, TCK, TPK) has played a crucial role in the formation of TPACK rather than the knowledge of CK, PK, and TK alone. Finally, the validity of TCK was confirmed through the structural equation modeling of TPACK. TCK not only directly affected TPACK, but also indirectly through TPK. According to these affirmative results, this measurement tool is claimed to be suitable for measuring the factors of Mathematics teachers' TPACK, and also the structural equation model can be regarded as a suitable model for analyzing the structural relationship of mathematics teachers' TPACK.

• Journal of The Korean Association of Information Education
• /
• v.25 no.4
• /
• pp.621-632
• /
• 2021

This study is about development and application of a curriculum to implement physical computing education in an online environment for pre-service teachers. First, a 15-week software and physical computing curriculum was designed according to the ADDIE instructional design model. As a tool that can be used online, education was conducted on a program using various sensors using Pocket Code, an EPL based on a smartphone. As a result of the application of the program, Personal efficacy, Pedagogical knowledge, Technology teaching content knowledge, Result expectation, and Student belief were all significantly improved. In the software attitude part, Software interest and Software value part increased significantly, and the Perception of software engineers did not change. In general, in the case of physical computing, it is difficult to execute in an online environment because it involves a lot of manipulation activity. Through various studies that can continue education in a non-face-to-face environment or a blended environment in the post-corona era, it is hoped that it will be possible to provide a high-quality curriculum to pre-service teachers in charge of future education.

• Journal of The Korean Association of Information Education
• /
• v.26 no.6
• /
• pp.533-541
• /
• 2022

Metaverse have begun to attract attention because it facilitate interaction between learners and teachers in non face- to- face environment. In order to use the metaverse in the educational field such as online class, it is important that pre-service teachers intend to use it. The purpose of this study is to analyze the structural relationship between the pre-service teacher's educational competence and the intention to use the metaverse based on the technology acceptance model. The influence factors of flexibility for new technology, teacher efficacy, and TPACK were examined. It was conducted with 240 pre-service teachers, and the data of 183 pre-service teachers finally collected were used for the analysis. As a result of the study, among the metaverse educational competencies of elementary school pre-service teachers, flexibility and TPACK mediate perceived ease, and the pathways affecting metaverse use intention were significant. In this regard, theoretical and practical implications that can be helpful in the discussion and intention of using the metaverse of pre-service teachers were presented.