프랑스어 교수자의 전문성 개발을 위한 디지털 연수 모델 연구: 이론적 탐색과 사례 분석

• 영문명: A study on a digital training model for the professional development of French language teachers: Theoretical exploration and case study
• 발행기관: 한국외국어교육학회
• 저자명: 장니나(Ni-na Chang)
• 간행물 정보: 『Foreign Languages Education』Vol.32 No.2, 45~74쪽, 전체 30쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.06.30

국문 초록

This study examines a digital training model for the professional development of French language educators, focusing on module-based collaborative learning. It explores the theoretical foundations of teacher development, the concept and practice of digital training, and the educational implications of modular learning design. The case study analyzes a digital training program jointly operated by FEI and CNED in July 2020, which involved over 24,000 educators from 162 countries. Comprising eight modules, the program integrated digital content, real-time forums, and collaborative projects. Based on participant experiences, this study identifies key characteristics of digital training and essential factors for enhancing teacher competencies. Findings suggest that digital training fosters teachers’ digital skills and practical application while yielding positive outcomes in gamification strategies and sustainable online training models. However, challenges such as technological accessibility gaps, imbalances in program design, and cultural differences persist. To address these, the study proposes adopting a hybrid education model, strengthening practice-oriented module design, and expanding collaborative learning strategies to support an effective and sustainable training framework in the digital era. Cette étude analyse un modèle de formation numérique destiné au développement professionnel des enseignants de français, en mettant particulièrement l’accent sur l’apprentissage collaboratif basé sur des modules. Elle explore les fondements théoriques du développement professionnel des enseignants, le concept et la mise en œuvre de la formation numérique, ainsi que les implications pédagogiques de la conception modulaire de l’apprentissage. L’étude de cas porte sur un programme de formation numérique co-organisé par le FEI et le CNED en juillet 2020, auquel ont participé plus de 24 000 enseignants issus de 162 pays. Ce programme, composé de huit modules, se caractérise par une conception intégrée incluant des contenus numériques, des forums en temps réel et des projets collaboratifs. Les résultats montrent que la formation numérique favorise le développement des compétences numériques des enseignants et leur capacité d’application pratique, tout en apportant des résultats positifs en matière de stratégies de ludification et de mise en place d’un modèle de formation en ligne durable. En réponse, cette étude propose l’adoption d’un modèle d’éducation hybride, le renforcement de la conception modulaire axée sur la pratique et l’élargissement des stratégies d’apprentissage collaboratif, afin de contribuer à l’élaboration d’un modèle de formation efficace et durable à l’ère du numérique.

목차

I. 서론

II. 이론적 고찰

III. 연구 방법: 디지털 연수 사례 분석

IV. 연구 결과 및 논의: 디지털 연수의 의의와 한계

V. 결론

참고문헌

키워드

프랑스어 교수자 디지털 연수 모듈 협업 학습 French language teachers digital training modules collaborative learning enseignants de Français formation numérique module apprentissage collaboratif