Journal of Christian Education in Korea (기독교교육논총)

The Korean Society of Christian Religious Education (한국기독교교육학회)
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A Study on the Composition of Factors in Teaching Competence Using Artificial Intelligence of Pre-service Early Childhood Teachers

예비 유아 교사들의 인공지능 활용 교육역량 요인 구성 연구

  • Eunchul Lee (Department of Education, Baekseok University)
  • Received : 2022.11.26
  • Accepted : 2022.12.29
  • Published : 2022.12.30
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Abstract

The purpose of this study is to construct factors of AI education utilization competency. AI education utilization competency is used as basic data for education to enhance the AI education competency of pre-service early childhood teachers. To this end, 7 studies related to competency factors and models were selected by searching for previous studies. Seven preceding studies were analyzed. As a result, 18 competency factors were extracted, including understanding of artificial intelligence. The extracted competency elements were divided into six areas, which are divided into understanding subject knowledge through coding, class preparation, class management, class result feedback, class guidance, and self-development. And 15 factors were constructed. The draft formed through coding was improved through review by three early childhood education experts. Factors improved through expert review were structured by classifying them into knowledge, skills, and attitudes to organize the curriculum. The validity of the structured competency factor was verified through expert Delphi. As a result of the Delphi verification, all factors were converged in the first survey. Through this, 6 competency areas, 11 competency factors, and 19 competency factors were composed of knowledge, 10 skills, and 5 attitudes. The implication is that the competency factors presented as a result of this study can be used as basic data for organizing a curriculum to improve the ability of pre-service early childhood teachers to use artificial intelligence education.

연구 목적 : 본 연구의 목적은 예비 유아 교사들의 인공지능 활용 교육역량을 높이기 위한 교육과정 편성을 위한 기초자료로써 인공지능 교육 활용 역량 요인을 구성하는 것이다. 연구 내용 및 방법 : 이를 위해서 선행연구를 탐색해서 7편의 역량 요인 및 모형과 관련된 연구를 선정하였다. 7편의 선행연구를 분석해서 인공지능의 이해를 포함하여 18개의 역량 요소를 추출하였다. 추출된 역량 요소는 코딩을 통해서 교과 지식 이해, 수업 준비, 수업 운영, 수업결과 피드백, 수업지도, 자기 계발로 구분되는 6개 영역이 구성되었고, 15개 요인이 추출되었다. 코딩을 통해 구성된 초안은 유아교육 전문가 3인의 검토를 통해서 개선하였다. 전문가 검토를 통해 개선된 요인은 교육과정 편성을 위해 지식, 기능, 태도로 구분하여 구조화하였고, 구조화된 역량 요인은 전문가 델파이를 통해서 타당성을 검증하였다. 델파이 검증 결과 1차 설문에서 모든 요소들이 수렴되었다. 이를 통해서 역량 영역 6개, 역량 요인 11개, 역량 요소는 지식이 19개, 기능이 10개, 태도가 5개로 구성되었다. 결론 및 제언 : 본 연구의 결과로 제시된 역량 요인은 예비 유아 교사들의 인공지능 교육 활용 능력 향상을 위한 교육과정 편성에 기초자료로 사용할 수 있는 것이 시사점이다.

Keywords

Acknowledgement

이 논문은 2022년 백석대학교 학술연구비 지원을 받아 작성되었음

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