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Analysis on Pre-service Early Childhood Teachers' Stage of Concerns about Software Education According to the Concerns-Based Adoption Model

예비유아교사의 소프트웨어 교육에 대한 관심도 분석: 관심중심수용모형(CBAM)을 중심으로

  • Jung, Ji-Hyun (Department of Early Childhood Education, Kyungsung University)
  • Received : 2017.06.30
  • Accepted : 2017.07.07
  • Published : 2017.07.31
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Abstract

This study surveyed pre-service early childhood teachers' level of concern about software education on the assumption that software education will be introduced into early childhood education in the future. It was shown that the pre-service early childhood teachers' level of concern about software education is the highest at stage 0(95%) and that they have a high level of informative, personal and managerial concern. Thus, a non-user pattern was mostly indicated. However, compared to the typical non-user pattern, their personal and informative level of concern is slightly higher. A 'tailing up' phenomenon to stage 6(refocusing) was shown. Hence, a pattern aspect close to critical non-user appeared to some extent. A difference in the significant level of concern was shown at all stages, except for managerial concern, according to the need for awareness, the appearance of a future implementation plan, and technology efficacy level. Based on this outcome, it was proposed that teacher training in early childhood software education should be made available as part of the educational activity connected with the Nuri Curriculum, since this would be more suitable for young children's developmental level than the early childhood software education, including coding education, etc., currently found in private institutions.

본 2018년 소프트웨어 교육 필수화를 앞두고 최근 초 중등교육현장에서는 소프트웨어 교육 운영 및 지원방안 마련에 한창이다. 이러한 시점에서 본 연구는 소프트웨어 교육의 유아교육에의 도입가능성을 전제로 예비유아교사의 소프트웨어 교육에 대한 관심도를 조사하였다. 이를 위해 B광역시 소재 4년제 대학교 예비유아교사 132명을 대상으로 관심중심수용모형(CBAM)에 따른 설문을 실시하였다. 수집된 자료는 원점수 평균을 도출한 후 간이 채점표를 적용하여 상대적 강도로 전환하고 이를 관심도 프로파일 그래프로 나타내었으며, 배경변인에 따른 관심도 차이를 알아보기 위해 독립 t-test와 ANOVA를 실시하였다. 연구결과, 예비유아교사의 소프트웨어 교육에 대한 관심도는 0단계(지각)가 95%로 가장 높고, 정보적, 개인적, 운영적 관심이 높은 수준으로 나타나 대체적으로 비사용자 패턴을 나타내었다. 그러나 전형적 비사용자 패턴에 비해 개인적, 정보적 관심도가 다소 높고 6단계(재초점)로의 '꼬리 올리기'현상이 나타남으로써 어느 정도 비판적 비사용자에 가까운 패턴 양상을 띠기도 하였다. 필요성 인식, 향후 실행계획 유무, 테크놀로지 효능감 수준에 따라 운영을 제외한 모든 단계에서 유의미한 수준의 관심도 차이를 나타내었고 교육 및 연수경험에 따른 차이에서는 6단계(재초점)에서만 유의미한 차이를 나타내었다. 이러한 결과를 바탕으로 향후 유아 소프트웨어교육의 도입을 앞두고 새로운 테크놀로지 활용에 대한 예비교사의 개방적인 인식전환이 요구되는 가운데, 코딩교육 등으로 대변되는 사교육 기반의 유아소프트웨어 교육이 아닌, 유아의 발달수준에 적합할 뿐만 아니라 누리과정과 연계된 교육활동으로서의 가치를 확인시켜줄 수 있는 유아 소프트웨어 교육을 위한 교사 교육의 필요성이 제안되었다.

Keywords

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