코로나 19 상황의 온라인 교양영어 수업에 대한 한국인과 원어민 교원의 인식 및 적응 과정

Abstract

Objectives The purpose of the study was to investigate Korean and native English teachers’ perceptions of online classes during the COVID-19 pandemic in terms of their technological pedagogical content knowledge (TPACK), techno-stress, teacher efficacy, and environmental support. The study also attempts to illustrate how the Korean and native English teachers have adapted to online classes during the COVID-19 pandemic and how their experience has affected their perceptions about online classes.
 Methods Data were collected through a survey questionnaire and interviews. A total of 37 (27 Korean, 10 native English) faculty members responded to the questionnaire and twelve of them participated in the interview. The responses in the survey were analyzed to compare the participants’ experience in online classes and their perceptions and interviews were coded to illustrate their adaptation process of teaching online classes.
 Results The results showed that there was no significant difference between the Korean and native English faculty groups in terms of their online class experience, and perception of TPACK, techno-stress, teacher efficacy, and environmental support. It was shown that the mean scores of TPACK and teacher efficacy were relatively high while their techno-stress was not high. The participants underwent the process of frustration, adaption, and reflection while coping with challenges of acquiring and utilizing technology-based instructional tools in their online classes. Though the participants were forced to adapt to online classes due to the COVID-19 pandemic, it helped them improve their technological skills and gain new understandings of their own classes and students.
 Conclusions The online class experience provided the participants an opportunity to improve their TPACK and to reflect on their teaching methods, students’ perspectives, and colleagues’ support. It can be suggested that teachers need to be encouraged and challenged to adapt to new teaching environments through which they can improve their teaching efficacy.