GPS 기반 디지털 피드백에 대한 예비교사 인식 분석 = An Analysis of Pre-service Teachers’ Perceptions of GPS-Based Digital Feedback

다국어 초록 (Multilingual Abstract)

This study examines pre-service teachers’ perceptions of GPS-based digital feedback in a Japanese language education context. To this end, a flipped learning course incorporating the GPS instructional model was designed and implemented in an undergraduate Japanese language education program. Data were collected from pre-service teachers through pre- and post-course surveys, course satisfaction questionnaires, digital learning portfolios, and reflective reports.
Quantitative data were analyzed using descriptive statistics and reliability analysis, while qualitative data from open-ended responses were examined through content analysis. The findings demonstrate that pre-service teachers regarded GPS-based digital feedback as an efficacious tool for enhancing awareness of learning objectives, overseeing learning processes, and promoting reflection on educational outcomes. In particular, process-oriented activities combined with immediate digital feedback were recognized as positively influencing learner engagement and understanding of the learning process. Furthermore, digital feedback was perceived as a mediating tool that visualizes learning performance and enables self-reflection as well as comparative review.
By reexamining the GPS instructional model from the perspective of digital feedback, this study extends the discussion on feedback-centered instructional design in Japanese language education and offers practical implications for designing teacher education courses that foster pre-service teachers’ digital teaching competence.