플립드 러닝(Flipped Learning) 수업 운영을 위한교사 역량 지표 탐색

초록

The purpose of this study was to explore competencies for teachers to implement flipped learning effectively. Teachers at the flipped learning should be able to develop various forms of pre-class materials, design an on/off-line learning environment, and utilize appropriate instructional strategies when considering diverse students’ characteristics and task types. Thus, competencies need to be explored for teachers to effectively implement flipped learning class. For this purpose, literature reviews on competency requirement for teachers was performed, followed by interviews with experts and teachers. Through these processes, a draft of the competency criteria was derived. Then, delphi survey of elementary and middle school teachers was conducted and the derived criteria was confirmed. As a result, eight competency factors and twenty-four competency indicators were finally derived according to three instructional stages (before-class, in-class, and after-class) of flipped learning: Learning design competency and learner management competency at the before-class stage, learner facilitation competency and moderating learner performance competency at the in-class stage, and supporting in-depth learning competency and evaluation competency at the after-class stage. The findings from the results will be used for developing competency-based teacher training program. In addition, the identified competencies in this study will be used for teachers to evaluate their own readiness for flipped learning.

키워드