2022 개정 기술과 교육과정에 대한 중등 기술교사의 관심수용수준 분석

Abstract

The purpose of this study was to analyze secondary school in-service teachers’ stages of concern (SoC) regarding the 2022 revised technology curriculum and seek implications for enhancing technology teachers’ expertise. To achieve the purpose of the study, an online survey was conducted using the CBAM Questionnaire (SoCQ) targeting technology teachers belonging to the technology teacher online learning community, and a total of 224 questionnaires were used for analysis. The results of this study are as follows. First, as a result of analyzing the profile of technology teachers’ SoC in the 2022 revised technology curriculum, it was found to be similar to the profile of a renewing user in the form of tailing up, with interest at a high level gradually increasing. Second, as a result of analyzing the SoC by gender, male teachers showed a statistically significantly higher level than female teachers at the level 6 (alternative concern). Third, the difference of concerns by teaching experience was not found to be statistically significant. Fourth, teachers with a bachelor’s degree were found to have a statistically significantly higher concern than teachers with a master’s degree or higher at the level 3 (operational concern). Based on these results, the need for support measures to increase technology teachers’ concern in the 2022 revised technology curriculum was presented as an implication.