“AI⋅디지털 교육 역량체계”에 대한 교원 인식 및 요구 연구: 선도교사 연수 강사 교원을 중심으로 = Teachers’ Perceptions and Needs Regarding the AI⋅Digital Education Innovation Teacher Competency Framework: A Survey of Lead Teacher Training Instructors

다국어 초록 (Multilingual Abstract)

Purpose: This study investigated lead teacher training instructors’ perceptions of the AI⋅Digital Education Innovation Teacher Competency Framework, including their awareness, utilization experiences, and perceived effectiveness, and analyzed their needs regarding the framework’s composition and expression.
Methods: A survey was administered to 244 lead teacher training instructors nationwide. Likert-scale items on awareness, utilization, and perceived effectiveness were analyzed using descriptive statistics, while open-ended responses were analyzed through inductive thematic analysis.
Results: Respondents rated the framework’s purpose and necessity highly (M=4.37), but gave lower scores on classroom applicability of behavioral indicators (M=3.45) and clarity of terminology (M=3.48). A gap emerged between framework use in training design and actual lesson planning. Thematic analysis identified four key needs: over-reliance on specific terminology, ambiguous inter-competency boundaries, narrow AI ethics coverage, and overemphasis on formal research in professional development.
Conclusion: The findings support framework revisions toward broader AI⋅digital technology coverage, clearer competency boundaries, multi-layered ethics, and diversified professional development, underscoring the importance of incorporating teachers’ voices in competency framework development.