예비유아교사의 AI 기반 TPACK 요인 간 관계 분석 = Examining the Structural Relationships Among Factors of AI-TPACK in Pre-Service Early Childhood Teachers

다국어 초록 (Multilingual Abstract)

This study explores preservice early childhood teachers’ perceptions of AI-TPACK and examines the structural relationships among its subcomponents: AI-TK, AI-TCK, AI-TPK, AI-Ethics, and AI-TPACK. To analyze the relationships among the components of AI-based TPACK, this study explored preservice teachers’ perceptions, the intercorrelations among subfactors, path analysis results, and mediating effects. Findings revealed that preservice teachers rated AI-TPK highest among all factors, and significant positive correlations existed between subcomponents. The structural model demonstrated that AI-TK impacted AI-TPACK indirectly through AI-TCK, AI-TPK, and AI-Ethics. These results highlight the necessity for future AI teacher education to systematically integrate technological knowledge, pedagogical content knowledge, and ethics, ensuring that foundational technical skills organically support instructional expertise and ethical awareness.