Journal of the Korea Convergence Society (한국융합학회논문지)

Korea Convergence Society (한국융합학회)
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The Technology-Pedagogy, and Content Knowledge differences between pre-service and in-service teachers and the related effects of gender interaction in China

중국의 예비교사와 현직교사 간의 테크놀로지-교수내용지식 차이 분석 및 성별 상호작용 효과

  • Ma, Wanzhi (Dept. of Educational and Culture Contents Development, Woosuk University) ;
  • Baek, Jongnam (Dept. of Special Education, Woosuk University)
  • 마만지 (우석대학교 교육 및 문화 콘텐츠 개발학과) ;
  • 백종남 (우석대학교 특수교육과)
  • Received : 2020.09.23
  • Accepted : 2020.11.20
  • Published : 2020.11.28
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Abstract

The purpose of this study is to analyze the TPACK differences between pre-service and in-service teachers in China, and determine demographic influence variables on the differences between them. The participants of this study were 567 teachers, including 335 pre-service teachers and 232 in-service teachers from Ningxia, China. The results are as follows: First, The in-service teachers in the seven areas of TPACK scored higher than those of pre-service teachers; Second, The comparison of the average difference between teacher division and gender shows that the two factors have an interactive effect on TK. This study is meaningful because it compared the TPACK differences between pre-service and in-service teachers, and found out the effect of gender interaction on the differences in China; It provides practical suggestions for improving the TPACK ability of Chinese teachers. Finally, the discussion was conducted based on the results, and a follow-up study was suggested.

이 연구는 중국 예비교사와 현직교사의 테크놀로지-교수내용지식(TPACK) 차이를 분석하고, 그 차이에 영향을 미치는 통계학적 변인이 무엇인지 알아보고자 계획되었다. 연구 참여자는 중국 닝샤의 예비교사 335명, 현직교사 232명 등 총 567명이며, TPACK 수준에 대해 온라인 설문지에 응답하였다. 연구결과는 다음과 같다. 첫째, 현직교사는 예비교사에 비해 TPACK 모든 영역에서 높게 나타났다. 둘째, 현직교사와 예비교사의 TK 차이에 대해 성별 상호작용 효과가 나타났다. 이 연구는 중국의 예비교사와 현직교사 간의 TPACK 차이를 분석함으로써 중국 교사의 TPACK 역량 향상을 위한 실천적 제언을 제시하였다는 데 그 의의가 있다. 마지막으로, 이 연구의 결과에 따라 논의하였으며, 후속연구를 제언하였다.

Keywords

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