예비 체육교사의 프로젝트기반학습 경험이 협력적 자아효능감과 의사소통능력 및 자기주도학습 역량에 미치는 영향 = A Effect of Pre-service Physical Education Teachers' in Project-Based Learning(PBL) Experiences on Their Collaborative Self-Efficacy and Communication, Self-Directed Learning Competencies

국문 초록 (Abstract)

이 연구는 예비 체육교사의 프로젝트기반학습에서 경험한 협력적 자아효능감과 자기주도학습 역량 간의 관계 검증과 협력적 의사소통능력의 매개효과를 통하여 예비 체육교사의 프로젝트기반 학습경험이 프로젝트기반 수업의 장점을 반영한 수업설계를 할 수 있는역량 강화에 대한 기초자료를 제시할 목적이 있다. 이를 위해 수도권 소재 S대학의 체육교육과 전공교육학 강좌를 수강한 50명을 대상으로 협력적 자기효능감, 협력적 의사소통능력, 자기주도학습 역량 변인의 자기보고식 설문을 조사하였다. 설문 조사 결과에 대한이중 검증으로 표적집단심층면접을 실시하였다. 협력적 자기효능감과 자기주도학습 역량의 관계를 알아보고자 단순회귀분석을 실시하였고, 협력적 의사소통능력이 협력적 자기효능감과 자기주도학습 역량의 관계를 매개하는지 알아보기 위해 미개 회귀분석을 실시하였다. 매개 효과의 유의성을 확인하기 위해 소벨 테스트를 실시하였다. 프로젝트기반학습으로 설계된 학습경험을 통한 연구 결과 첫째, 중등 예비체육교사가 인식한 협력적 자기효능감은 자기주도학습 역량에 통계적으로 유의한 수준에서 정적 영향을 미치는 것으로 나타났다. 둘째, 중등 예비 체육교사가 인식한 협력적 의사소통능력은 협력적 자기효능감과 자기주도학습 역량 간에 통계적으로 유의한수준에서 정적 영향을 미치는 것으로 나타났다. 이를 보완하기 위한 포커스 그룹 인터뷰에서는 프로젝트기반 수업설계시 협력적 자기효능감인식과 의사소통능력 및 자기주도학습 역량 강화를 위해 협력적 자기효능감을 인식하고 의사소통능력을 향상할 수 있는 학습환경 조성이 필요함을 시사하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the relationship between pre-service physical education teachers‘ collaborative self-efficacy and self-directed learning competence experienced in projectbased learning and the mediating effect of collaborative communication competence, and to provide basic data on how pre-service physical education teachers’ project-based learning experiences can enhance their competence to design lessons that reflect the advantages of project-based instruction. To this end, a self-report questionnaire on the variables of collaborative self-efficacy, collaborative communication skills, and self-directed learning competence was administered to 50 students who took a course in the major of physical education at S University in the metropolitan area. Targeted group in-depth interviews were conducted as a double validation of the survey results. A simple regression analysis was conducted to examine the relationship between collaborative self-efficacy and self-directed learning competence, and a micro-regression analysis was conducted to examine whether collaborative communication competence mediated the relationship between collaborative self-efficacy and self-directed learning competence. Sobel test was conducted to check the significance of the mediating effect. The results of the study through the project-based learning experience showed that: first, pre-service physical education teachers' perceived collaborative self-efficacy had a statistically significant and static effect on self-directed learning competence; second, pre-service physical education teachers' perceived collaborative communication skills had a statistically significant and static effect on the relationship between collaborative self-efficacy and self-directed learning competence; and third, pre-service physical education teachers' perceived collaborative communication skills had a statistically significant and static effect on self-directed learning competence. The results of the focus group interviews suggested that it is necessary to create a learning environment that can enhance collaborative self-efficacy perception and communication skills and self-directed learning competence in order to enhance collaborative self-efficacy perception and communication skills in project-based lesson design.