Exploring Pre-service Teachers’ Beliefs about English Teaching Competence, Perceived Competence, and Actual Competence

( Hyun Jin Kim ) 범태평양 응용언어학회 2019 Journal of Pan-Pacific Association of Applied Ling Vol.23 No.2

The present study explores what constitutes pre-service teachers’ beliefs about English teaching competence, perceived English teaching competence, and actual English teaching competence, how these variables are related, and how beliefs function in self-evaluation. Eightyeight pre-service elementary school teachers participated in the study. They were asked to perform the teaching task and respond to the surveys about beliefs and self-evaluation. The scores of beliefs, self-evaluation, and actual teaching ability were calculated and analyzed. The results are as follows: Pre-service teachers’ three variables, beliefs about English teaching competence, perceived English teaching competence, and actual English teaching competence, are separate constructs consisting of different components; there are correlations between some of these components and actual English teaching competence. Also, this study revealed that one of the components―perceived competence about their skills of designing and teaching effective English lessons―best explains actual English teaching competence. Additionally, it was found that preservice teachers make some errors when they evaluate their English teaching competence, which causes tendencies such as overestimation or underestimation of their competence, and that their beliefs play a role in these self-evaluation tendencies.

Exploring Pre-service Teachers’ Beliefs about English Teaching Competence, Perceived Competence, and Actual Competence

김현진 범태평양 응용언어학회 2019 범태평양응용언어학회지 Vol.23 No.2

The present study explores what constitutes pre-service teachers’ beliefs about English teaching competence, perceived English teaching competence, and actual English teaching competence, how these variables are related, and how beliefs function in self-evaluation. Eightyeight pre-service elementary school teachers participated in the study. They were asked to perform the teaching task and respond to the surveys about beliefs and self-evaluation. The scores of beliefs, self-evaluation, and actual teaching ability were calculated and analyzed. The results are as follows: Pre-service teachers’ three variables, beliefs about English teaching competence, perceived English teaching competence, and actual English teaching competence, are separate constructs consisting of different components; there are correlations between some of these components and actual English teaching competence. Also, this study revealed that one of the components—perceived competence about their skills of designing and teaching effective English lessons—best explains actual English teaching competence. Additionally, it was found that preservice teachers make some errors when they evaluate their English teaching competence, which causes tendencies such as overestimation or underestimation of their competence, and that their beliefs play a role in these self-evaluation tendencies.

교육 실습에서 국어과 예비 교사의 수업 역량 성장 연구

류보라(제1저자) ( Bo Ra Ryu ),백혜선(교신저자) ( Hye Sun Paik ) 국어교육학회 2015 國語敎育學硏究 Vol.50 No.4

이 연구는 국어과 예비 교사들이 교육 실습을 통해 수업 역량이 성장하는 과정과 이와 관련된 변인들을 탐색하기 위해 이루어졌다. 참여자는 3개 중등학교에서 실습한 4명의 교생이며 연구 자료는 관찰 자료, 면담 자료, 문서 자료를 수집하였고 수업 참관, 교생 면담을 주요자료로 활용하였다. 교생 4인의 교육 실습에 대한 자료들에서 추출한 중심어는 ‘교생의 수업 역량 성장’으로 관련 변인은 교육 실습에 대한 인식, 실제 수업의 체험, 교육 실습의 어려움, 교생의 역량에 영향을 주는 외적 요인 등네 범주이다. 교육 실습을 통해 국어과 예비 교사들은 수업 역량의 성장을 경험하게 된다. 교생들은 부담과 기대라는 인식을 갖고 실습에 임하며, 수업역량 성장과 가장 밀접한 관련이 있는 활동은 실제 수업의 체험이다. 그러나 실습 과정에서 교생은 내적으로는 정체성의 혼란, 외적으로는 환경적인 요인들에서 발생하는 어려움을 겪고 있다. 수업 역량에 영향을 주는 외적 요인은 지도교사와 대학에서의 강의이다. 국어과 예비 교사들의 수업 역량 향상을 위해 수업 역량 관련 요인들을 중심으로 교사 양성 교육과 교육 실습을 내실화하는 방안이 마련되어야 한다. This study investigates how to develop the teaching competence of Korean language student teachers and explores the variables that influence their practice teaching. The research participants were four student teachers at three secondary schools, and data were collected from observations, interviews, and documents. The primary data are from observations of instruction and interviews with the student teachers. The key term extracted from the data of the four student teachers is “growth of the teaching competence of Korean language student teachers.” The variables that influence practice teaching are the perception of practice teaching, experience of real instruction, experience of problems, and factors related to teaching competence. The teaching competence of Korean language student teachers develops through their experiences of practice teaching. Student teachers expect to practice teaching and have the responsibility to do so, and the experience of giving real instruction is most related to the growth of their teaching competence. However, student teachers experience problems stemming from the confusion of their internal identity and external environmental effects. The teachers’ instructors and university lectures are environmental effects. To foster the growth of Korean language student teachers’ teaching competence, the education of student teachers and practice teaching should ensure internal stability focused on teaching competence.

영유아 교사의 수업환경조절전략 활용능력과 수업역량의 관계에서 교수 창의성의 조절 효과

목민숙,신건호 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.18

Objectives This study aimed to test the moderating effect of teaching creativity on the relationship between infant and toddler teachers' classroom environment control strategies and teaching competence. Methods This study was conducted with 230 teachers working in daycare centers and kindergartens located in Seoul and Gyeonggi. Data were collected through a web-based survey from March 15 to March 30, 2021, and descriptive statistics were presented for each variable using the SPSS v25.0 program. Third, it was confirmed that teaching creativity moderates the effect of classroom environment control strategies on teaching competence. Results First, it was confirmed that infant and toddler teachers' strategies for controlling the classroom environment affected their teaching competence. Second, it was found that teaching creativity had a statistically significant effect on teaching competence. Third, it was found that teaching creativity has a positive moderating effect on teaching competence when teaching environment control strategies have a positive effect on teaching competence. Conclusions This study examined the moderating effect of teaching creativity on the relationship between classroom management strategies and teaching competence of infant and toddler teachers. The results showed that classroom management strategies had a significant effect on teaching competence, and the effect of teaching creativity on teaching competence was also confirmed.

해외교육실습 프로그램 참여가 예비교사의 글로벌 교육역량 함양에 미치는 영향

강정진 한국교원대학교 교육연구원 2019 敎員敎育 Vol.35 No.1

The purpose of this study was to investigate how an overseas teaching practice program influenced elementary pre-service teachers' global teaching competence and English communication competence. During a prior training program the participants, consisting of 20 pre-service teachers, practiced making teaching-learning lesson plans, and took English communication lessons and special lectures related to the American educational system and cultural communication. The pre-service teachers were tested regarding their pre and post global teaching competence and English communication competence by using survey tools and an interview. Data were collected and analyzed from the survey, interview results, and field notes. The results of this study were as follows. First, for the pre-service teachers' global teaching competence all the components were improved upon and each component was correlated highly comparatively. Second, the pre-service teachers' English communication competence was positively improved, which indicated that the overseas teaching practice and cultural experience influenced their overall competence. Third, after analyzing the subareas of global teaching competence, global teaching comprehension, global teaching skills, and inter-cultural competence, it was found that all four areas were positively improved upon. Several recommendations, based on the research results, for an effective overseas practice program have been suggested. 본 연구는 글로벌 시대에 교사에게 새롭게 요구되는 글로벌 교육역량을 구체화하고, 해외교육실습 프로그램에 참여한 예비교사들의 글로벌 교육역량과 영어 의사소통능력의 변화를 살펴본 연구이다. 해외교육실습 프로그램은 국내 사전교육과 해외교육실습으로 구성되었다. 국내 사전교육으로 예비교사들은 글로벌 특강, 교수·학습 지도안 작성 및 시연, 영어 회화 수업을 수강했으며, 해외교육실습은 미국 중서부와 서부 지역에서 교육실습을 중심으로 2~3주간 실시되었다. 참여한예비교사 20명을 대상으로 글로벌 교육역량 변화는 설문지와 예비교사들의 학습일지 및 소감문자료, 영어 의사소통능력 변화는 사전, 사후에 실시한 영어 의사소통능력평가 결과지를 수집하여분석하였다. 분석 결과, 첫째, 해외교육실습 프로그램 사전, 사후에 실시한 글로벌 교육역량 변화조사에서 예비교사들의 글로벌 교육역량은 모두 상승하였으며, 각 요인간 상관관계는 비교적 높은 상관관계를 보였다. 둘째, 예비교사들의 영어 의사소통능력은 20명 중 17명이 1단계에서 4단계까지 상승한 것으로 분석되어 해외교육실습 프로그램이 긍정적인 영향을 준 것으로 분석되었다. 셋째, 해외교육실습 프로그램 전후에 글로벌 교육역량의 각 요인을 분석한 결과, 글로벌 교육 이해역량, 글로벌 교수능력, 문화간 의사소통능력의 평균이 눈에 띄게 향상되었으며 통계적으로 의미가 있었다.

유아교사의 문화성향이 다문화 교수능력에 미치는 영향

정혜욱(CHUNG-HOE-WOOK) 한국육아지원학회 2013 육아지원연구 Vol.8 No.2

본 연구는 유아교사의 문화성향이 다문화 교수능력에 영향을 미치는지, 문화성향과 다문화 교수능 력의 관계에서 다문화 교수효능감이 매개효과를 갖는 지를 탐색하고자 하였다. 이를 위해 유아교사 125명을 대상으로 연구를 수행하였다. 연구결과 첫째, 유아교사의 문화성향은 다문화 교수능력에 영향 을 미쳤으며, 문화성향의 하위변인 중 수평적 개인주의가 높을수록 다문화 교수능력이 높았다. 둘째, 문화성향과 다문화 교수능력의 관계에서 다문화 교수효능감의 매개효과 검증은 3단계로 이루어졌으며, 1단계에서 유아교사의 문화성향은 다문화 교수효능감에 영향을 미쳤고, 문화성향의 하위변인 중 수평 적 개인주의, 수직적 집단주의 및 수평적 집단주의가 높을수록 다문화 교수효능감이 높은 것으로 나타 났다. 2단계에서 다문화 교수효능감은 다문화 교수능력에 영향을 미쳤으며, 다문화 교수효능감의 세 하 위변인(일반기능 교수효능감, 수업기능 교수효능감, 인간관계 교수효능감) 모두 다문화 교수능력에 영 향을 미쳤다. 3단계에서 문화성향과 다문화 교수능력의 관계에서 다문화 교수 효능감은 부분 매개효과 를 나타냈다. 본 연구결과를 통하여 문화성향이 다문화 교수능력에 미치는 영향을 확인하였으며, 문화 성향과 다문화 교수능력의 관계에서 다문화 교수효능감의 매개효과를 검증함으로써 다문화 교수효능 감의 중요성을 강조하였다. 또 문화성향과 다문화 교수능력이 유아교사의 다문화 특성을 설명하는 주 요 변인이 될 수 있음을 제기하였다. This study examines the relationships between early childhood teachers' cultural orientation, multicultural teaching competence, and multicultural teaching efficacy. The purpose of this study is two-fold: first, to investigate the influence of cultural orientation on multicultural teaching competence, and second, to examine the mediation effect of multicultural teaching efficacy on that relationship. Two research questions guided the study. First, does the cultural orientation of early childhood teachers affect multicultural teaching competence? The second research question asks if the multicultural teaching efficacy mediated the relationship between cultural orientation and multicultural teaching competence. For the purpose of this study, survey data from 125 early childhood teachers was collected and analyzed using Pearson's correlation analysis, multicultural regression analysis and Sobel test. The results of this study are as follows. First, cultural orientation influenced multicultural teaching competence. Among cultural orientation's sub-variables, horizontal individualism significantly influenced multicultural teaching competence. Second, cultural orientation influenced multicultural teaching efficacy. Vertical individualism and vertical collectivism among cultural orientation's sub-variables significantly influenced multicultural teaching efficacy. Third, multicultural teaching efficacy influenced multicultural teaching competence. Among multicultural teaching efficacy's sub-variables, general teaching efficacy, instruction teaching efficacy, and human relationship teaching efficacy significantly influenced multicultural teaching competence. Forth, multicultural teaching efficacy partially mediated the relationship between cultural orientation and multicultural teaching competence. This study implies the importance of multicultural teaching efficacy by verifying its mediation effect on the relationship between cultural orientation and multicultural teaching competence. Also the research suggests that cultural orientation and multicultural teaching competence can be significant variable for early childhood teachers' characteristics in multicultural education.

대학 교수자의 교수역량 진단도구 개발 G대학교 사례를 중심으로

김용준,조창희,김소윤 대학교육개발센터협의회 2023 대학 교수-학습 연구 Vol.16 No.3

In this study, we derived the elements of teaching competency required from instructors and developed a tool to diagnose the instructor's teaching competency. The G University teaching competency diagnostic tool that was finally derived through the study consisted of a total of 7 questions, including 3 questions about the instructor's expertise and attitude as basic competencies, 2 questions about efforts to improve classes, and 2 questions about affection and interest for students. Second, a total of 16 questions were derived for teaching competency, including 5 questions on class progress, 3 questions on class design and development, 3 questions on class evaluation and reflection, 3 questions on communication, and 2 questions on motivation and guidance. The implications derived from the results of the study are: First, although various competency groups were derived from previous research on various teaching competencies, basic competency elements such as the instructor's attitude or philosophy that induce teaching behavior and the preparation, performance, and evaluation processes that are the procedures for teaching are conducted. All elements of were reflected in the study. Second, the developed teaching competency diagnostic tool can be used as a tool to periodically diagnose the teaching competency of G University professors. Additionally, periodic diagnosis of teaching competency can help instructors correct and supplement their shortcomings. Third, the developed teaching competency diagnostic tool can be used as a tool for pre- and post-testing of teaching programs operated by the G University Teaching and Learning Support Center to evaluate the performance of the operating program and use it for improvement and feedback.

마이크로티칭이 영어 수업수행능력에 미치는 영향에 대한 중등영어 예비교사의 인식 및 수업활동 분석

최재호 팬코리아영어교육학회 2019 영어교육연구 Vol.31 No.2

Micro-teaching, a simplified version of classroom teaching, is an effective instructional method in teacher education, which focuses on specific teaching skills integrating theories and practices of teaching. This study examines the effects of micro-teaching on teaching competence by sub-categories of the competence, and analyzes the practices of feedback and pre-service teachers’ perception of usability of two types of feedback: teacher feedback and peer feedback. In total, forty one pre-service teachers participated in a survey study from English education department at a university in Seoul. The survey consists of 21 questions about their perceptions of the effects of micro-teaching, the usability of learning activities, and their practices of feedback activities. The results revealed that pre-service teachers mostly agreed the positive effects of microteaching to enhance English teaching competence. However, there were significant differences in perceived effects between sub-categories of teaching competence. In addition, the pre-service teachers perceived the usability of learning activities in micro-teaching differently across the activities. In terms of prediction of feedback activities, the level of perceived usability of feedback is the most influencing factor. Implications of the findings and suggestions for further studies are presented.

보육교사의 직무역량과 놀이중심 교육과정 실행역량의 관계에서 놀이교수효능감과 교수창의성의 이중매개효과

이윤희,탁정화 한국유아교육학회 2023 유아교육연구 Vol.43 No.6

본 연구는 보육교사의 직무역량, 놀이중심 교육과정 실행역량, 놀이교수효능감, 교수창의성의관련성을 알아본 뒤, 보육교사의 직무역량과 놀이중심 교육과정 실행역량의 관계에서 놀이교수효능감과 교수창의성의 이중매개효과를 살펴보는 것이다. 연구대상은 대전과 충북지역 어린이집에근무하는 보육교사 200명이며, SPSS PROCESS-Macro의 매개모형 검증방법(Model 6번)을 사용하였다. 첫째, 보육교사의 직무역량과 놀이중심 교육과정 실행역량은 보통보다 높은 수준의 인식정도를 보였으며, 놀이교수효능감과 교수창의성도 높은 수준이었다. 둘째, 보육교사의 직무역량, 놀이중심 교육과정 실행역량, 놀이교수효능감, 교수창의성의 상관관계는 모두 정적 상관관계를 보였다. 셋째, 보육교사의 직무역량과 놀이중심 교육과정 실행역량의 관계에서 놀이교수효능감과 교수창의성은 순차적 이중매개효과가 있는 것으로 나타났다. 이러한 결과는 보육교사의 놀이중심 교육과정 실행을 증진하기 위해 직무역량을 강화하는 것과 더불어 놀이교수효능감, 교수창의성을증진하는 것이 필요함을 시사한다. The purpose of this study was to analyze the dual mediating effect of play teaching efficacy and teaching creativity in the relationship between early childhood teachers’ job competency and play-based curriculum implementation competency. The subjects were 200 early childhood teachers in Daejeon and Chungbuk. Hayes’s SPSS PROCESS -Macro’s Model 6 and boostrapping method were used for analysis. The results are as follows. First, early childhood teachers’ job competence and play-based curriculum implementation competency were higher than normal, and play teaching efficacy and teaching creativity were higher than normal. Second, there was a positive correlation between job competency of early childhood teachers, play-based curriculum implementation competency, play teaching efficacy, and teaching creativity. Third, play teaching efficacy and teaching creativity were found to be dual mediators in the relationship between early childhood teachers’ job competency and play-based curriculum implementation competency. These results suggest that it is necessary to enhance play teaching efficacy and teaching creativity in addition to strengthening job competence in order to promote play-based curriculum implementation of early childhood teachers.

체육교사의 교수역량 형성과정에 관한 자문화기술지

김재우,박대원 한국스포츠교육학회 2022 한국스포츠교육학회지 Vol.29 No.3

The teaching competency of physical education teachers tends to be habitually fixed according to the characteristics of the classroom environment. This requires physical education teachers to adapt to a new educational paradigm change and to need sustainable teaching competency to improve their physical education classes. The purpose of this study is to examine the overall experience of the teaching competency formation process of physical education teachers and, to explore its meaning. The process of Physical education teacher teaching competency formation was manifested in the recognition, of potential teaching competency, the growth of surface teaching competency, and the maturation of the contextual teaching competency of physical education classes. First, potential teaching competencies formed new perspectives and beliefs in the experience of prejudice and trial and error, but, revealed an unshaped level of awareness. Second, surface teaching competence has emerged as a growth factor such as ‘Insights on the progress of physical education classes’, ‘intuition to read the direction of education’, and ‘tolerance for students’. Finally, the contextual teaching competency of physical education classes was derived from the process of reconstructing the ‘Transformational Teaching Competencies’ and the ‘Introspective teaching competency’ to take advantage of the potential teaching competency and surface teaching competency of the, teacher. The reconstructing of teaching competencies has emerged as ‘Transformational Teaching Competencies’ from the perspective of adaptation to the educational paradigm shift and ‘introspective teaching competency’ from the perspective of improving physical education classes. In the end, the teaching competency of physical education teachers moved away from self-habitual fixation, adapted to new educational paradigm shifts and moved toward a sustainable form that focused on improving their physical education classes. 체육교사의 교수역량은 수업 환경의 특성에 따라 습관적으로 고착되는 경향이 있다. 이는 체육교사에게 새로운 교육 패러다임 변화에 적응하고, 자신의 체육수업을 개선하기 위해 지속 가능한 교수역량의 필요성을 요구하고 있다. 이 연구의 목적은 체육교사의 교수역량(teaching competency) 형성과정의 전반적인 경험을 살펴보고, 그 의미를 탐색하는 데 있다. 체육교사 교수역량 형성과정은 잠재적 교수역량의 인식, 표면적 교수역량의 성장, 체육수업 맥락적 교수역량의 성숙 단계로 나타났다. 첫째, 잠재적 교수역량은 편견과 시행착오 경험에서 새로운 안목과 신념을 형성하였으나, 형상화되지 않은 인식 수준으로 드러났다. 둘째, 표면적 교수역량은 ‘체육수업 전개의 통찰력’, ‘교육 방향을 읽는 직관력’, ‘학생에 관한 포용력’ 등의 성장 요소로 나타났다. 마지막으로 체육수업의 맥락적 교수역량은 교사의 잠재적, 표면적 교수역량을 활용할 수 있도록 ‘변혁적 교수역량’, ‘자기성찰적 교수역량’의 재구성 과정으로 도출되었다. 교수역량 재구성은 교육 패러다임 변화의 적응관점에서 ‘변혁적 교수역량’과 체육수업 개선의 관점에서 ‘자기성찰적 교수역량’으로 나타났다. 결국 체육교사의 교수역량은 자기 습관적 고착화에서 벗어나 새로운 교육 패러다임 변화에 적응하고, 자신의 체육수업 개선에 중점을 둔 지속 가능한 형태로 나아갔다.