초등 예비교사의 생태전환교육 관심도 분석

Abstract

Objectives In elementary education, the introduction and spread of ecological transformation education is in full swing. The purpose of this study is to analyze the concern stages of elementary pre-service teachers in ecological transformation education and whether there is a difference in interest level depending on background variables.
 Methods The Stages of Concern Questionnaire(SoCQ) was distributed offline to 320 elementary pre-service teachers. The results of 296 surveys, excluding 24 insincere responses, were used, and descriptive statistics, t-test, and one-way ANOVA analysis were performed using SPSS statistical program. In addition, the average of the raw scores for each stage was calculated, and the average value was converted to a percentage value using the SoCQ conversion table.
 Results The results of this study are as follows. First, concern stages of elementary pre-service teachers in ecological transformation education remained in the ‘self’ cluster, and the score in the ‘task’ or ‘impact’ cluster was low. Second, as a result of comparing concern in ecological transformation education by gender, both male and female student profiles were similar to those of the nonuser group, but female students' concern scores were higher than male students' scores. Third, the profile of concern in ecological transformation education according to preference for ecology/environment topics and degree of eco-friendly practice appeared in a similar form.
 Conclusions The conclusions of this study are as follows. First, universities in education need to make primary efforts to reduce students' unconcerned stage about ecological transformation education. Second, attention must be paid to the overall design and operation of the teacher training curriculum to prevent differences in concern in ecological transformation education depending on the gender. Third, various practical programs should be prepared to increase students' ecological/environmental preferences, and ultimately, it should affect students' interest in ecological transformation education.