• 한국과학교육학회지
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• 제41권4호
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• pp.325-338
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• 2021

이 연구는 한 교사 양성대학에서 40명의 예비교사를 대상으로 TPACK 발달을 위한 15주 교육프로그램을 개발하고, 예비교사의 TPACK의 실천적 역량을 평가하기 위한 TPACK 발달 평가틀을 개발하였다. 개발된 TPACK(Technological Pedagogical Content Knowledge) 발달 평가틀은 TPK(Technological Pedagogical Knowledge), TCK(Technological Content Knowledge), TPACK이 각각 0단계부터 4단계까지 5단계로 구성되었다. 이를 토대로 예비교사의 TPK, TCK, TPACK 수준을 평가한 결과, 대부분의 예비교사의 TPK, TCK, TPACK 수준은 일치하였으나, 일부 예비교사의 경우 TPK와 TCK가 일치하지 않았다. 이때 TPACK 수준은 TPK와 TCK 가운데 낮은 수준을 따르는 것으로 나타났다. 또한 TPACK 수준이 낮은 예비교사가 갖고 있는 TPACK 발달 저해요인을 조사한 결과, 학생의 자율적 학습 능력에 대한 불신, 학생의 상호작용 역량에 대한 불신, 학교 현장의 현실적 제약에 대한 인식 등이 나타났다. 이러한 연구 결과를 토대로 실천적인 TPACK 발달을 위해서는 예비교사에게 균형잡힌 TPK와 TCK의 발달을 돕고, 예비교사가 갖고 있는 TPACK 발달 저해요인을 제거하는 교육 프로그램을 제공할 필요가 있다고 주장하였다.

• International Journal of Internet, Broadcasting and Communication
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• 제15권1호
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• pp.56-62
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• 2023

In the educational environment of the post-COVID-19 era, metaverse learning, which can improve the disadvantages of online learning and improve learning outcomes, is attracting attention. Metaverse is expected to play an important role as a learning experience platform (LXP) that can provide immersion and experience for learners. In order to successfully introduce and utilize metaverse learning that utilizes the metaverse platform, teachers' knowledge of metaverse-related technologies and pedagogical convergence is important. So far, teacher knowledge for educational use of the metaverse has not been explored. In this regard, this study explored the TPACK (Technological, Pedagogical And Content Knowledge) framework as a teacher's knowledge system for metaverse learning. Based on this, this study designed the class contents of metaverse learning. The results of this study are expected to diffuse the importance of TPACK required for metaverse learning and contribute to the development of teachers' competence.

• 한국과학교육학회지
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• 제43권3호
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• pp.225-236
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• 2023

이 연구에서는 인식적 네트워크 분석(ENA)을 통해 초등 예비교사의 VR/AR 콘텐츠 활용 과학 수업 계획 과정에서 나타나는 TPACK의 특징을 알아보고자 했다. 연구자들은 기존의 TPACK 프레임워크에 기초하여 7개의 TPACK 코딩 요소를 귀납적으로 추출하였다. 그리고 초등 예비교사들이 과학 수업을 계획하며 나누는 담화를 TPACK 요소에 따라 코딩하고 이를 ENA Web Tool로 분석하였다. 두 모둠의 담화를 분석하고 비교하였는데 연구자들이 질적으로 분석한 두 모둠의 담화의 차이는 ENA 그래프를 통해 명확하게 드러났다. 이러한 연구 결과를 바탕으로 연구자들은 ENA 방법이 기존 TPACK 연구와 달리 테크놀로지 지식(TK), 내용 지식(CK), 교수 지식(PK)의 복합적 상호작용을 분석할 수 있는 유용한 연구 방법임을 주장하였다. 그리고 두 모둠의 담화에서 나타나는 특징을 통해 예비교사의 TPACK 역량 함양을 위한 시사점을 논의하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제38권2호
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• pp.287-304
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• 2019

Teaching with technology has been widespread in practical classroom settings, and increased the needs to enhance pre-service teachers' capability with a variety of technologies. The purpose of this study is focused on designing and implementing a training program to develop pre-service teachers' Technological Pedagogical Content Knowledge(TPACK) which promotes them use technologies tactically in integrated science classes. Based on the theoretical framework of TPACK and Practitioner's Guide to TPACK, the authors developed ten periods of lessons comprised instructional skills in elementary science education. Subsequently, the program was applied into a teacher trainee course in Korea. The results of this study indicate that the TPACK training program for pre-service teachers significantly influenced on attitude toward convergence, TPACK, and science teaching efficacy of the engaged participants. The developed program, meanwhile, caused a significant TPACK improvement of female participants of the teachers college more effectively. Furthermore, it mitigated the gap between science and humanity tracks coming from their high schools. Consequently, there are possibilities to improve pre-service teachers' teaching strategies for integrated classes, if they have opportunities to review the comprehensibility of technological, pedagogical, content knowledge, and intersected areas with metacognitive perspectives.

• 문화기술의 융합
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• 제6권4호
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• pp.339-345
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• 2020

본 연구는 테크놀로지 교수내용 지식 (TPACK) 구성 틀을 기반으로 교사 지식에 대한 예비초등교사의 인식을 분석하기 위한 목적으로 수행되었다. 연구의 목적을 달성하기 위하여 중부지역에 위치한 교육대학교 4학년 재학생인 예비초등교사 81명을 대상으로 설문조사를 실시하고 설문조사 결과를 중요도-실행도 분석 방법을 사용하여 분석하였다. 분석결과 TPACK을 구성하는 7개 영역 지식 모두 중요도에 대한 인식이 실행도 인식에 비해 유의미하게 높은 것으로 나타났다. 중요도-실행도 매트릭스를 분석한 결과 예비초등교사가 특별히 개발해야 할 필요성이 높은 영역 지식으로 테크놀로지와 연계된 지식 영역인 테크놀로지 내용지식 (TCK) 과 테크놀로지 교수지식 (TPK), 그리고 테크놀로지 교수내용 지식 (TPACK) 인 것으로 나타났다. 본 연구의 결과는 초등교원 양성기관에서 운영하고 있는 교육과정이나 교육프로그램에서 테크놀로지의 교육적 활용과 관련된 활동이 보다 많이 다루어야 할 필요성을 말해준다. 본 연구는 특히 교육과정과 교육 프로그램에서 테크놀로지 지식은 단절적으로 운영되기 보다는 교과내용 및 교수방법적 지식과 통합적, 융합적으로 연계가 이루어질 수 있도록 구성되어야 할 필요성을 시사한다.

• 컴퓨터교육학회논문지
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• 제20권5호
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• pp.35-47
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• 2017

본 연구에서는 2015 개정 교육과정에서 강조하고 있는 SW교육에 대한 초등 교사들의 전문성 함양을 위해 EPL 교사교육 프로그램을 TPACK 프레임워크의 요소를 고려하여 개발하였고, 실험집단에 적용하여 그 효과성을 검증하였다. 통제집단과 실험집단의 정보 교수효능감 사후검사의 t검정 결과, t=4.13(p<.001)으로 유의한 차이가 있었다. 실험집단의 종속표본 t검정 결과 t=4.57(p< .001)로 통계적으로 유의미한 상승을 보였다. 실험집단은 SW교육에서 사용할 수 있는 테크놀로지 교수내용지식(TPACK)을 이론적인 습득만 하는 것이 아니라, 테크놀로지 활용 방법에 대한 이해와 실습 기회가 연수 과정 전반에 포함되었기 때문에 정보 교수효능감 함양에 효과적이었다고 분석된다. 이는 향후의 SW교육 관련 교사교육 프로그램의 개발에서도 TPACK 프레임워크 요소를 고려하여 체계적으로 구성해야 함을 시사한다.

• 한국과학교육학회지
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• 제32권8호
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• pp.1356-1366
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• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• 한국수학교육학회지시리즈A:수학교육
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• 제55권4호
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• pp.523-538
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• 2016

The purpose of this study is to explore the secondary mathematics teachers' technology integration self-efficacy with respect to geometry classes which they had experienced during last 1 year, 2015. For this study, we developed and validated the questionnaires based on TPACK framework in secondary geometry context. The questionnaires contained 28 items examining the secondary mathematics teachers' TPACK. We conducted the item analysis with 28 items and then the exploring factor analysis. As a result, 28 items was categorized into 5 constructs, TPCK, TCK, TK, PCK, PK, different from Mishra and Koehler's categorization. We analyzed the secondary mathematics teachers' technology integration self-efficacy with respect to geometry classes based on 5 TPACK constructs. The results indicated that there were no significant differences in technology integration self-efficacy according to gender. But technology integration self-efficacy according to the years of teaching experience differed significantly. The more years of teaching experiences teachers have, the lower level of TPCK and TK they have and the more years of teaching experiences teachers have, the higher level of PCK they have. The results also showed that there ware significant difference in TPCK according to the existence and non-existence of taking the technology courses during the time at university. Furthermore, we provide the implication for the professional preparation program for the mathematics teachers in middle schools.

• 한국수학교육학회지시리즈A:수학교육
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• 제63권2호
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• pp.295-318
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• 2024

This narrative review explores the transformative potential of immersive virtual reality (IVR) in enhancing high school students' mathematics competence, viewed through the lens of the technological, pedagogical, and content knowledge (TPACK) framework. This review comprehensively illustrates how IVR technologies have not only fostered a deeper understanding and engagement with mathematical concepts but have also enhanced the practical application of these skills. Through the careful examination of seminal papers, this study carefully explores the integration of IVR in high school mathematics education. It highlights significant contributions of IVR in improving students' computational proficiency, problem-solving skills, and spatial visualization abilities. These enhancements are crucial for developing a robust mathematical understanding and aptitude, positioning students for success in an increasingly technology-driven educational landscape. This review emphasizes the pivotal role of teachers in facilitating IVR-based learning experiences. It points to the necessity for comprehensive teacher training and professional development to fully harness the educational potential of IVR technologies. Equipping educators with the right tools and knowledge is essential for maximizing the effectiveness of this innovative teaching approach. The findings also indicate that while IVR holds promising prospects for enriching mathematics education, more research is needed to elaborate on instructional integration approaches that effectively overcome existing barriers. This includes technological limitations, access issues, and the need for curriculum adjustments to accommodate new teaching methods. In conclusion, this review calls for continued exploration into the effective use of IVR in educational settings, aiming to inform future practices and contribute to the evolving landscape of educational technology. The potential of IVR to transform educational experiences offers a compelling avenue for research and application in the field of mathematics education.

• Educational Technology International
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• 제24권2호
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• pp.143-168
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• 2023

This study aims to analyze the perceptions and educational needs of pre-service teachers for the use of Artificial Intelligence (AI) in education. To this end, we collected survey data from 25 undergraduate students who were enrolled in a teacher education college in Seoul. The purpose of the survey was to measure the importance and current performance for instructional AI use based on the technological, pedagogical, and content knowledge (TPACK) framework, and to explore the priority of educational needs using Borich's needs analysis and the Locus for Focus model. The results of the study confirmed that Ethics and TPK competencies are prioritized. Additionally, the results indicated a high demand for practical knowledge that can be implemented in the practice of education. Based on the results, it is necessary to develop a teacher education program that focuses on ethical aspects and teaching strategy competencies in AI-based education.