교사의 AI융합교육 전공 이수 경험이AI 리터러시 및 AI 교수효능감에 미치는 효과

다국어 초록 (Multilingual Abstract)

This study examines the effects of teachers’ participation in an AI Convergence Education graduate program on AI literacy and AI teaching efficacy, and explores the perceived significance of such experiences. A survey was conducted with 122 elementary, middle, and high school teachers in Daejeon, including 51 who had completed the program. Data were analyzed using independent samples t-tests and effect size estimates (Cohen’s d) in SPSS 29. To complement the quantitative analysis, semi-structured in-depth interviews were carried out with six teachers, three of whom had program experience, to qualitatively investigate their perceptions. The results show that program completers demonstrated statistically significant differences in both AI literacy and AI teaching efficacy. The qualitative analysis further revealed notable differences in teachers’ conceptual understanding of AI, awareness of information ethics, experiences with AI tools, and receptivity to AI-based instruction. Participation in the program was also associated with professional growth through learning communities, rapid enhancement of AI competencies, and reflective changes in attitudes toward AI integration. These findings underscore the importance of incorporating micro-teaching components into the program, sustaining and leveraging the expertise of graduates, and offering short-term intensive courses for teachers without prior experience.