4차 산업혁명 시대를 위한 교사역량 및 교사양성교육에 대한 예비교사의 요구 분석

Abstract

The purpose of this study was to analyze the perceptions and needs of pre-service teachers for teacher competence and teacher education in the era of the 4th industrial revolution. A total of 106 pre-service teachers participated in this study. They were asked to complete a questionnaire. The data collected from the survey was analyzed using the paired sample t-test, the Borich priority formula, and the Locus for Focus Model. The main results of this study are as follows. First, the required level was statistically significantly higher than the current performance level in all areas of teacher competence. Second, the most highly needed teacher competence was the ability to provide an integrated learning experience. In addition, knowledge and application ability of intelligent information, ethical awareness of intelligent information technology, ability to organize inquiry-type learning activities, ability to provide and perform learning experiences linked to social values, ability to collaborate with experts in other fields or outside the school, and ability to cope with emotional problems were identified as highly needed competencies. Third, pre-service teachers showed a slightly higher perception than the middle on whether the current teacher training education is appropriate for the new era. Also, pre-service teachers reported that the teacher training education have had problems such as lack of connection with the school field, knowledge-oriented teaching methods, and insufficient curriculum for the new era. Furthermore, they recognized that new teaching methods and media application education, experience-centered curriculum, character education and self-management education, and class research-related subjects were necessary for developing teacher competencies in the 4th industrial revolution.