중학교 기술교사의 학습공동체 활동과 교수역량의 관계

The Relationship between Learning Community Activity and Teaching Competence of Technology Teachers in Middle Schools

이 연구의 구체적인 목적은 첫째. 중학교 기술교사의 학습공동체 활동과 교수역량 수준, 둘째 학습공동체 활동과 교수역량의 관계. 셋째. 학습공동체 활동과 교수역량 수준의 관계에서 교재연구 역량의 매개효과를 구명하는데 있었다. 이 연구의 모집단은 전국의 중학교에 근무하는 기술교사들인데, 표집방법은 체계적인 표집의 방법을 사용하여 1,023개의 학교에서 1,002명의 기술교사를 선정하였다. 자료의 수집에 사용된 질문지에는 기술교사의 학습공동체 활동, 교재연구 역량, 교수 역량, 그리고 인구통계학적 특성 측정도구가 포함되었다. 분석에 사용된 통계 방법은 기술통계, 상관분석 및 회귀분석이었고 SPSS 12.0 프로그램이 활용되었다. 통계적 유의미성은 0.05를 기준으로 설정되었다. 이 연구의 결론으로는 기술교사의 학습공동체 활동은 대체로 소극적이고. 교수역량 수준은 5점만점에 3.77로이었다. 기술교사의 이론적 교수역량은 3.64로 보통수준, 실천적 교수역량 수준은 3.90으로 다소 높은 수준이었다. 한편, 기술교사의 학습공동체 활동과 교재연구 역량 간에는 낮은 수준의 정적 상관이 있고, 교재연구 역량은 기술교사의 학습공동체 활동과 교수역량 간의 관계에서 매개적인 효과를 보인다.

The detailded purpose of this study was to determine the learning community activities and teaching competence of technology teachers in middle schools, to determine the relationship between learning community activity and teaching competence and to determine the mediating effect of competence for teaching preparation between the relationship between learning community activity and teaching competence of technology teachers in middle schools. The population was all middle school technology teachers in Korea. Using systematic sampling technique, 1,002 teachers of 1,023 schools were sampled for the study. A survey questionnaire consisted of the learning community activity scale(LCAS), competence for teaching preparation scale(CfTPS) by developed the researcher, teaching competence scale(TCS) based on TCS by Whang(2008)/ and demographics questions. Both descriptive and inferential statics were employed for the data analysis. An alpha level of 0.05 was established a prior for determing significance. All data analysis was accomplished using the SPSS 12.0 Win. Based on the findings of the study, the major results of the this study were as follows : Learning community activity competence(LCAC) of Middle school technology teachers were rather insignificant and the total of technology teachers teaching competence was 3.77 of 5 point likets. The technology teachers theoretical teaching competence(TTC) was moderate(3.64) and the practical teaching competence (PTC) was moderately high(3.90). There was a positive low relationship between 10 variables of the technology teachers LCA and TC. Technology teachers TCL are directly affected by LCA, and technology teachers TMS affects on the TCL by partly mediating the LCA.