예비교사의 혁신교수법 경험이 실천적 지식형성에 미치는 영향 : 혁신교수법에 대한 인식의 매개효과

Effect of Preservice Teachers' Experience in Innovative Teaching Methods on Practical Knowledge Formation: Mediating Effect of Recognition of Innovative Teaching Methods

본 연구는 미래사회 예비교사교육에 있어서 실천적 지식형성이 중요함을 인지하여, 이를 위한 혁신교수법 경험의 효과와 혁신교수법에 대한 학습자 인식의 매개효과를 분석하고자 하였다. 이를 위해 전국 소재 전문대와 4년대 유아교육과 졸업반 학생 384명을 대상으로 설문조사를 실시하였고, 이중 학교현장실습을 완료하지 않고, 혁신교수법 경험이 없는 학생을 제외한 327명의 자료를 분석하였다. SPSS 23.0 프로그램을 활용하여 단계적 중다회귀분석을 실시하였고, 매개변인 효과 검증을 위해 Baron과 Kenny(1986)의 검증 방법과 매개효과의 유의성 검증을 위해 Sobel(1982) 검증을 활용하였다. 연구결과, 예비교사의 혁신교수법 경험과 혁신교수법에 대한 인식정도, 실천적 지식형성의 인과관계가 유의함을 알 수 있었고, 혁신교수법에 대한 인식 중 교과목 관련성 이해정도가 부분매개효과가 있음을 알 수 있었다. 이를 통해 예비교사의 실천적 지식형성을 위해서는 혁신교수법 활용이 유의미하며, 이때 학습자에게 교과목과의 관련성을 이해시키는 노력이 중요하다고 결론내릴 수 있겠다.

Based on the importance of forming practical knowledge in the education of preservice teachers according to future social changes, the purpose of this study was to analyze the effect of the innovative teaching method experience and the mediating effect of the learner’s awareness of the innovative teaching method. To this end, a survey was conducted targeting 384 senior students in the early childhood education departments of colleges & universities nationwide. Of these, a total of 327 responses were analyzed as data, excluding 57 who answered that they did not complete school field training and had no experience in innovative teaching methods. The collected data were analyzed through stepwise multiple regression analysis using the SPSS 23.0 program, and Baron and Kenny (1986)’s method to verify the mediating effect and Sobel (1982)’s method to verify the significance of the mediating effect were used. As a result, it was found that the experience of innovative teaching methods of preservice teachers had a significant effect on the formation of practical knowledge, and it was found that the degree of awareness of the subject relevance among the recognition of innovative teaching methods had a partial mediating effect. Through these results, it can be concluded that the use of innovative teaching methods is meaningful in the formation of practical knowledge in preservice teachers and that it is important to make efforts to understand the relevance of subjects to learners to expect a greater effect.