수학 교원 핵심 역량 신장을 위한 모듈형 연수 체제에 대한 교원의 인식 분석 = An analysis of teacher’s perceptions of a modular training system for enhancing mathematics teachers’ core competencies

다국어 초록 (Multilingual Abstract)

This study aims to propose a modular training system designed to enhance mathematics teachers’ core competencies and to analyze teachers’ perceptions of its necessity, field applicability, and feasibility. As part of a larger research project by Park et al. (2025) on the development of a structured competency framework and a modular professional development standard for mathematics teachers, this study first reviewed prior research and policy documents related to modular training. Based on this review, a three-stage modular training system—self-diagnosis, training recommendation, and modular training support—was proposed. To ensure content validity, two rounds of Delphi surveys were conducted with 13 experts in mathematics education, resulting in a validated questionnaire. An online survey was then administered to 59 in-service elementary, middle, and high school mathematics teachers nationwide. The results indicate that teachers perceive autonomous choice based on self-diagnosis and personalized training design as the most essential features of the modular training system. In addition, blended learning formats and short, micro-level modules were evaluated positively. The findings suggest that a modular training system has the potential to enhance mathematics teachers’ core competencies while addressing limitations of existing professional development structures. This study provides foundational data for the future development and empirical evaluation of modular professional development programs for mathematics teachers.