한국어 교원의 디지털 역량 구성요소 설정에 관한 기초 연구

Abstract

Objectives The purpose of this study is to establish the digital competence components of Korean language teachers as a basic study to improve the digital competence of Korean language teachers in response to changes in the digital based educational environment.
 Methods To achieve this research purpose, a draft of the digital competence components of Korean language teachers was established by analyzing domestic and foreign literature related to digital competence, and a second Delphi Method was conducted on 15 experts in the field of Korean language education. In the first Delphi Method, the average, standard deviation, content validity, opinion collection, consensus, and stability of each item were evaluated on a Likert 5-point scale, and the upper and detailed competence elements were rearranged and modified based on the subjective opinions of experts. In the second Delphi Method, a structured survey using the Likert 5-point scale was constructed in the same way as in the first Delphi Method, and the final digital competence components were derived after verifying the systematic, relevance, and appropriateness of digital competence elements based on expert opinions.
 Results The digital competence components of Korean language teachers were finally derived, consisting of 7 upper competencies and 25 detailed competencies under 2 categories. The upper competencies in the category of basic competencies of Korean language teachers are digital device utilization, digital communication, digital citizenship, and digital safety and security. The upper competencies corresponding to the teaching and learning competencies of Korean language teachers consisted of using digital Korean language education contents, digital Korean language teaching and learning, and digital Korean language evaluation competencies.
 Conclusions This study's establishment of digital competence components of Korean language teachers has academic implications for developing programs, curricula, and evaluation tools to enhance their digital competence in the future. Moreover, it provides practical implications to bridge the gap in the use of digital competencies between Korean language teacher groups in the field of Korean language education.