교수역량 자가진단도구 개발 및 타당화

Development and Validation of Teaching Competency Self-Assessment Tool

목적 본 연구에서는 교수역량 알아보기 위하여 관련 구성요인을 설정하고 이를 측정할 수 있는 자가진단도구를 개발하고자 하였다. 방법 교수역량 자가진단도구를 개발하기 위하여 교수역량과 관련된 선행연구를 검토하고 이를 바탕으로 교수역량 구성요인을 추출하였다. 그리고 예비문항을 개발하고 전문가 검토와 예비조사를 거쳐 53문항을 구성하였다. 본조사에서 수집된 데이터를 바탕으로 탐색적⋅확인적 요인분석을 실시하여 교수역량 자가진단도구를 개발하였다. 마지막으로 개발된 교수역량 자가진단도구의 신뢰도와 타당도를 검증하였다. 결과 본 연구결과, 기본역량, 수업역량, 수업관리역량 3가지 교수역량과 각 역량에 대한 하위요인의 타당성과 신뢰성이 검증되었으며, 확인적 요인분석을 통해 모델의 적합성을 확인하였다. 이에 교수역량 자가진단도구는 기본역량(학교교육에 대한 이해, 교육자로서의 태도) 6문항, 수업역량(수업설계, 교수학습실행, 학생과의 상호작용) 25문항, 수업관리역량(학습평가, 수업개선, 학습상담) 17문항으로 구성되어, 총 48개의 문항으로 개발되었다. 최종 개발된 문항의 신뢰도를 검토한 결과 Cronbach a .964로 양호하게 나타났다. 결론 본 연구결과는 교수역량의 구성요인을 바탕으로 이를 측정할 수 있는 자가진단도구를 개발하였다는 데 의의가 있다. 교수역량 자가진단도구를 통해 교수자는 자신의 강약점을 이해하고, 역량에 맞는 교수지원 프로그램을 선택하는데 도움을 줄 수 있을 것이다. 그리고 교수학습센터와 같은 대학기관에서는 교수자의 교수역량 분석에 따른 교수지원 프로그램을 설계 운영하는데 기초자료로 활용할 수 있을 것이다.

Objectives The purpose of this study was to develop a self-assessment tool that could set related components and measure them in order to measure teaching competency. Methods In order to develop a self-assessment tool for teaching competency, related preceding studies were reviewed, and based on this, components of teaching competency were extracted. In addition, preliminary questions were formed and 53 questions were formed through expert review and preliminary investigation. Based on the data collected in the main survey, an exploratory and confirmatory factor analysis was conducted to develop a self-assessment tool for teaching competency. Finally, the reliability and validity of the developed self-assessment tool for teaching competency were verified. Results As a result of this study, the validity and reliability of the three teaching competencies (basic competencies, teaching competencies, and class management competencies) were verified. The suitability of the model was confirmed through confirmatory factor analysis. Accordingly, the teaching competency self-assessment tool consists of 6 questions for basic competency (understanding of school education, attitude as an educator), 25 questions for class competency (class design, teaching and learning execution, interaction with students), and class management competency (learning evaluation, class improvement). , learning counseling) consisted of 17 questions. Accordingly, the teaching competency was developed with a total of 48 items. As a result of examining the reliability of the finally developed item, Cronbach a .964 was found to be good. Conclusions The results of this study are significant in that they developed a self-assessment tool that can measure them based on the constituent factors of teaching competency. Through the teaching competency self-assessment tool, instructors can understand their own strengths and weaknesses and help them select teaching support programs suitable for their capabilities. In addition, university institutions such as the Teaching and Learning Center can use it as basic data to design and operate teaching programs based on the analysis of instructors' teaching capabilities.