포스트 코로나를 위한 영어교사 테크놀로지 지식의 형성과 역할에 관한 연구

• 발행기관: 한국영어교과교육학회
• 저자명: 오한나
• 간행물 정보: 『영어교과교육』영어교과교육 20권 1호, 115~136쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2021.02.28

영문 초록

This study investigated the formation and role of Korean English Teacher’s technological knowledge. The Data for 172 English Teachers in Korea was gathered in this study using the Google questionnaire. The questionnaire was comprised of four parts: TPACK, technology readiness, English teacher’s self-efficacy, and the school infrastructure. The result was confirmed by structural equation modeling (SEM), including the following nine factors: technological knowledge, self-efficacy, school infrastructure, insecurity, content knowledge, discomfort, innovativeness, pedagogical knowledge, and optimism. Structural equation modeling for Korean English teachers’ technological knowledge, revealed only optimism and innovativeness are statistically significant, while insecurity and discomfort do not have a significant effect. Regarding English teachers’ self-efficacy, pedagogical knowledge has a direct statistical influence. Finally, the school infrastructure itself does not meaningfully influence the self-efficacy of English teachers, however the dissatisfaction related to it can be changed by the level of technological knowledge. These findings are discussed with respect to 2020, which presented an unprecedented condition on English teacher’s self-efficacy, and they will be important to determine how to balance remote learning and off-line learning in the COVID-19.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 결론 및 제언

키워드

테크놀로지 교수학적 내용 지식/교사자아효능감/기술준비도/원격수업/학교 인프라/TPACK(Technology Pedagogical Content Knowledge)/teacher’s self-efficacy/technology readiness/remote learning/school infrastructure