Analysis of Curriculum Development Needs of Pre-service Teachers for Digital-Based Educational Competency Development

Abstract

The purpose of this study was to analyze the perceptions and demands of pre-service teachers regarding the development of a digital-based educational competency development curriculum and to draw implications accordingly. An online survey was conducted in this study. The subjects of the survey were prospective teachers who are completing teaching profession courses. The results of the study are as follows. First, it was confirmed that prospective teachers were familiar with utilization of digital devices and digital-based communication and cooperation, but were not yet familiar with new technologies such as programming understanding (computing thinking), big data, and artificial intelligence. Second, pre-service teachers most experienced real-time lecture platforms and online/offline linked classes in university classes. And they agreed that students should develop digital basic literacy through all subject classes. Third, the competencies that prospective teachers most wanted to develop were the selection, production, and utilization of digital-based materials and the vitalization of interaction using digital resources. Fourth, as a result of analyzing the perception of the appropriate teaching and learning method of the subject for the development of digital-based educational competency, the demand for the PBL method was the highest. The conclusions are as follows. First, it is necessary to review ways to open and operate digital-based educational competency training courses for prospective teachers in various levels, such as 2 credits or 3 credits. Second, when developing a curriculum to develop digital-based educational capabilities for prospective teachers, it is necessary to dualize the contents of the curriculum. Third, the subject needs to be operated by using a combination of the PBL (project learning, problem-based learning) method, individual practice, and the lecture method of a professional instructor. Fourth, teacher training institutions need to expand facilities and equipment that can utilize digital platforms, technologies and tools. Since the subjects of this study were limited to a specific region, it is necessary to include subjects from more diverse regions in follow-up studies.