幼儿教师对数字能力的主观认知分析:Q方法论

Jin Suk Cho, Young Sil Kim, Seung Seon Baek
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引用次数: 0

摘要

目的 本研究对幼儿教师的认知进行了分类,并运用 Q 方法分析了各类幼儿教师的特点,以了解幼儿教师所认知的数字化能力。方法 为此,为了分析文献并提取 Q 样本,以在全北地区幼儿教育机构工作的 102 名幼儿教师为 Q 群体,进行了开放式调查。在 102 名研究对象中,除去缺失值,共形成了 98 个 Q 群体,通过分类过程共提取了 36 个 Q 样本。提取 Q 样本后,对 36 名在职幼儿教师的 P 样本进行 Q 样本语句分类。从 36 人的 P 样本中收集到的数据从 1 分的强烈不同意到 9 分的强烈同意进行打分,并使用 SPSS 29.0 程序进行因子分析。结果 研究结果显示,幼儿教师对数字化能力的认知分为四种类型。第一类是基于数字公民身份和理解的能力,第二类是基于数字安全的技术使用能力,第三类是使用数字技术的合作与交流能力,第四类是基于数字责任和权利的班级运营和管理能力。结论 本研究有望为适合幼儿教师认知类型的数字能力提升计划和教师培训提供基础数据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An analysis of early childhood teachers' subjective perception regarding digital competency: Q-methodological approach
Objectives This study categorized the perception of early childhood teachers and analyzed the characteristics of each type by applying Q-methodology to find out the digital competencies perceived by early childhood teachers. Methods To this end, in order to analyze literature and extract Q samples, an open-ended survey was conducted with 102 early childhood teachers working at early childhood education institutions located in the Jeonbuk region as the Q population. Among the 102 research subjects, a total of 98 Q populations were formed excluding missing values, and a total of 36 Q samples were extracted through a categorization process. After extracting the Q sample, the Q sample statements were classified for the P sample of 36 current early childhood teachers. The data collected from the P sample of 36 people were scored from 1 point of strong disagreement to 9 points of strong agreement, and factor analysis was performed using the SPSS 29.0 program. Results As a result of the study, early childhood teachers' perception of digital competencies was divided into four types. Type 1 was named competency based on digital citizenship and understanding, Type 2 was named competency to use technology based on digital safety, Type 3 was named cooperation and communication competency using digital technology, and Type 4 was class operation and management competency based on digital responsibility and rights. Conclusions It is expected that this study will provide basic data for digital competency enhancement programs and teacher training suitable for early childhood teachers' perception types.
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