Abstract
The purpose of this study is to analyze the needs of preliminary secondary school teachers to find out what communication competency are necessary as the core competencies of secondary school teachers. To this end, 159 students in the teaching course of Busan P University were surveyed on a total of 21 questions corresponding to three categories of social, instrumental, and creative communication and seven sub-competencies (understanding, expression, attitude, digital literacy, information data literacy, collaboration, and innovation). For demand analysis, the difference between importance and current retention was analyzed through the corresponding sample t-test, and the priority of communication subcapabilities was derived through Borich demand analysis and The Locus for Focus Model. As a result of the overall analysis, there was a significant difference between the required level and the current level in all questions, and the top priority competencies derived by comparing the Borich demand and the LF model were ‘understanding competency’ and ‘information and data literacy competency’. By department, the humanities and social science departments and arts and sports departments had the highest demands for information and data literacy competency, and science and engineering departments had the highest demands for innovation competency. These results can be used as basic data for the development of curriculum and educational programs in future teacher training institutes.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
