과학교과와 수학교과 예비교원들의 AI⋅디지털 도구에 대한 인식과 활용 역량에 관한 연구 = A Study on Pre-service Teachers’ Perception and Utilization Competencies of AI and Digital Tools in Science and Mathematics

다국어 초록 (Multilingual Abstract)

This study investigated the current status of pre-service teachers’ perception, competencies in utilizing AI and digital tools, and how to support pre-service teachers to strengthen their competencies in utilizing AI and digital tools. For this purpose, a survey was conducted in November 2024 among 96 pre-service teachers of science and mathematics departments at College of Education, D University in Gyeonggi-do.
The collected data were analyzed for significant differences between groups using IBM SPSS Statistics (version 28.0). The conclusions of the study are as follows. First, pre-service teachers showed a high level of cognition about AI and digital tools regarding their major and they mostly recognized the conception through peers, media, and the internet. They recognized the importance of in-service teachers’ competency in utilizing AI and digital tools, but their cognition was limited to AI search tools like ChatGPT and learning management systems (LMS). Second, pre-service teachers primarily used AI and digital tools from a learner’s perspective, with minimal use as instructors. They also responded that their class design and execution competencies in utilizing AI and digital tools and satisfaction were at the ‘normal’ level. Furthermore, they relied more on personal efforts over institutional support to enhance their AI tool competency. Third, pre-service teachers strongly thought that education on utilizing AI and digital tools is necessary. They also emphasized the necessity for support from teacher training institutions. Specifically, there was a high demand for training on using learning management platforms and programs. Strengthening the competency to integrate AI and digital tools into teaching was identified as a key area where institutional support is essential. In conclusion, to provide effective educational support for pre-service teachers without backgrounds in AI and digital tools, institutions should prioritize support for training on the utilization of AI and digital tools. Following this, they should strengthen education programs that enable pre-service teachers to integrate these tools into their teaching.