예비 수학 교사의 테크놀로지 통합 교육과정 개발 단계별 TPACK의 특징 분석

The purpose of this study was to investigate how mathematics pre-service teachers’ learning and teaching experiences affect their perceptions of technology and learning styles in the process of developing a technology-integrated curriculum and to analyze characteristics of the components of Technological Pedagogical Content Knowledge(TPACK) for each curriculum developmental stage. For this research, 49 pre-service teachers, who were attending a course regarding computer and mathematics education participated in the study and completed a pre- and post-survey regarding their perceptions of technology and learning styles, and a t-test was conducted. In addition to these data, the pre-service teachers’ descriptions about the course at the end of the semester and their final projects(technology-integrated curriculum materials, practice and reflection on them) were analyzed. The results indicate that CK and PK are mainly used in the stage of content selection, TK, TCK, and TPK are primarily employed in the stage of technology integration, and TPACK is essentially engaged in the stage of practice and reflection. The developed curriculum illuminates how to develop and conduct a technology-integrated class and the role of TPACK for each developmental stage.