본 연구는 플립드 러닝(Flipped Learning)을 효과적으로 운영하기 위해 필요한 교사의 역량을 탐색하는데 목적이 있다. 플립드 러닝에서 교사는 다양한 형태의 사전 학습 자료를 개발할 수 있어야 하고, 온‧오프라인 학습 환경을 조성하고 학생의 특성과 과제 유형에 따라 적절한 교수전략을 구현해야 하므로 전통적 수업에서보다 더 다양한 역량이 요구된다. 이에 교사의 수업역량과 관련된 선행연구 분석과 인터뷰를 통해 플립드 러닝 수업을 위해 요구되는 교사의 역량 초안을 도출하고 초‧중등 교사 패널을 대상으로 델파이 조사를 실시하여 역량을 확인하였다. 그 결과 플립드 러닝의 3단계에 따른 총 8개 역량 요소와 24개 역량 지표를 도출하였다. 즉, 수업 전 단계에서는 학습 설계 역량, 학생 관리 역량이 보다 강조되며, 수업 중 단계에서는 학생 활동 촉진 역량, 학생 수행 조절 역량, 교사 태도 역량, 의사소통 촉진 등이 필요함을 제시하였다. 수업 후 단계에서는 심화 학습 지원 역량, 학습 평가 역량이 도출되었다. 이상의 연구결과는 플립드 러닝의 수업 단계에 따라 요구되는 일반적인 역량 요소를 정의한 것으로, 역량 중심의 교수활동 설계와 운영을 위한 기초자료를 제공한다는 점에서 의의를 갖는다. 연구결과는 플립드 러닝을 계획하는 교사 본인의 역량 진단 지표로서의 활용 가능성과, 플립드 러닝을 위한 역량 기반 교사연수 프로그램 개발의 필요성에 대한 시사점을 제공할 것으로 기대된다.
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.
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.
