유아교사의 4C 역량과 디지털 교수 실행력 간의 관계에서 디지털 교수 협력학습행동의 조절 효과

초록

This study examined the effect of early childhood teachers’ 4C competencies on digital pedagogical practices and investigated the moderating role of collaborative learning behaviors in digital education. A survey was conducted with 210 early childhood teachers in Seoul and Gyeonggi Province, South Korea. The data were analyzed through SPSS 25.0, descriptive statistics, Pearson correlation, and PROCESS Macro (Version 4.2). The results showed that higher levels of 4C competencies were associated with higher levels of digital pedagogical practices. In addition, collaborative learning behaviors in digital education significantly moderated the relationship between teachers’ 4C competencies and digital pedagogical practices. Specifically, the positive effect of 4C competencies on digital pedagogical practices became stronger when collaborative learning behaviors were at or above the average level, whereas the effect was not significant when those behaviors were low. These findings suggest that teachers’ internal 4C competencies and a collaborative learning environment for digital education interact to enhance teachers’ digital pedagogical practices. This study provides empirical evidence that, in addition to strengthening teachers’ core competencies, fostering a collaborative professional learning environment is essential for promoting high-quality digital pedagogical practices in early childhood education.

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