Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
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Stages of Concern of Korean Teachers about Software Education and the Relationship with Teacher Characteristics

SW교육 도입에 따른 교사들의 관심 단계 및 개인적 특성과의 연관성 분석

  • Received : 2016.07.26
  • Accepted : 2016.08.29
  • Published : 2016.08.31
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Abstract

In preparation for the adoption of software(SW) education in Korea by 2018, this study examined Korean teachers' perceptions and attitudes toward SW education and their relationship with teacher characteristics. By using the Stages of Concern Questionnaire, we conducted a survey of 92 teachers who participated in an introductory level of SW teacher training. The findings indicated that 1) the teachers' profile follows the typical nonuser pattern focusing on more self-concern, with the strongest intensity at Stage 0-Unconcerned and 1-Informational concern and the lowest at Stage 4-Consequence. However, teachers' stages of concern differed from the teachers' characteristics. Male teachers exhibited more concerns at Stage 4-Consequences, Stage 5-Collaboration, and Stage 6-Refocusing than female teachers. In addition, the teachers with higher SW proficiency, SW training experiences, and longer SW teaching experience showed higher intensity at Stage 4, 5, and 6 than their counterparts. The study suggests that the implementation of SW education would be effective and facilitated when teachers receive on-going and appropriate interventions and educational supports based on their individual concerns.

본 연구는 소프트웨어(SW) 교육이 초중등 교육 교과과정에 독립된 교과로서 도입되는 교육혁신의 실행을 앞두고, 이에 대한 한국 교사들의 인식 수준 및 관심이 무엇인지 파악하기 위한 연구이다. 본 연구에서는 George 외 (2006)의 관심단계 설문도구(Stages of Concern Questionnaire)를 사용하여 SW 교육 연수에 참가한 교사 92명을 대상으로 연구 조사를 진행한 결과, 현재 교사들은 0-무관심과 1-정보적 단계에서 높은 관심 강도를, 그리고 4-결과적 단계에서 가장 낮은 관심 강도를 보여, 비사용자의 일반적인 특성을 보이고 있었다. 교사들의 변인에 따른 관심단계의 패턴에는 차이가 있었는데 남교사들은 여교사들에 비해 4, 5, 6단계에 관심 강도가 높았다. 또한, SW연수를 받은 그룹, SW 소양능력이 높은 그룹, SW교육 경험이 많은 세 그룹은 그렇지 않은 그룹에 비해 4-결과적, 5-협동적, 그리고 6-재조명 단계에서 높은 관심 강도를 보였다. 본 연구의 결과는 1) 현재 교사들의 SW 교육에 대한 관심은 주로 SW 교육이 무엇인지 알고 싶어 하는 정보적 단계에 있으나 2) 교사들의 관심 단계는 변인에 따라 달라지며 서로 다른 관심 단계 패턴을 보이고 3) SW 교육 경험이 많아질수록, 연수 경험이 있을수록, SW 소양 능력이 높을수록 교사들의 관심단계는 개인적 영역에서 SW 교육이 가져올 영향에 대한 영역으로 점차 이동하는 패턴을 보이는 것으로 나타났다. 본 연구의 결과는 SW교육의 정식도입에 앞서, 교사들의 관심단계를 확인 하고 각기 다른 단계에 있는 교사의 요구를 파악하여 그에 따른 문제점을 해결해 줄 수 있는 교사 교육 및 교육 정책적 지원을 제공하는 것이 SW 교육 혁신의 원활한 도입 및 실행을 위해 중요한 과제임을 시사하고 있다.

Keywords

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