대구⋅경북권 초⋅중등학교 현직교사의 융합수업에 대한 인식 및 교육요구도 조사 연구

Abstract

Objectives The purposes of this study were to investigate the education needs of convergence competences needed in implementing the convergence lessons in the primary and the secondary school classroom by analyzing the importance of individual components in a convergence competence model and the level of the competences the teachers have. Methods To achieve the study goal, using a Snowball sampling, primary and second school teachers in Daegu and Kyungpook were requested to respond to 30 questions through Google Forms. A total of 236 responses were analyzed using a descriptive data and an independent samples t-test, and education needs were calculated with a Borich’s formula to produce the degree of education needs. Results First, to implement the convergence classes in their classroom, the primary and the secondary school teachers in Daegu and Kyungpook perceived the class design and management competence to be the most important, and the willlingness and attitude competence, the collaboration and communication competence, and the ICT use competence were important in that order. Second, the teachers evaluated themselves as having the best class design and management competence and the willingness and attitude competence in applying convergence classes in their classroom, while their ICT use competence and the collaboration and communication competence were evaluated relatively low, compared to the other two competences. Conclusions Based on the results of the education needs analysis, the most necessary component in the teacher training program was to develop the class design and management competence and their collaboration and communication competence. Among the sub-components of these competences, the demand for administrative and financial support through communication with school administrators was the greatest, and it meant that there is a high need for training school administrators as well as school teachers to apply the convergence classes in schools. Finally, the findings of the study contributed to providing a guideline to the teacher education programs for the successful implementation of the convergence classes in their classroom.