초‧중등교육에서 블렌디드 교육으로의 전환을 위한 교사의 역량 및 지원 요구

The study sought to identify teacher competence and needs required in implementing blended learning, which has drawn great attention as a form of future learning due to the COVID-19 pandemic. To this end, a group of primary and secondary school teachers with experience in managing online classes were asked to respond to three rounds of surveys, and a literature review and case studies were carried out. The results show that teacher competence for blended learning consists of nine competencies across three categories. First, to prepare for online classes, the ability to reconstruct the curriculum by taking advantage of the characteristics of blended learning, the ability to design learning experiences for customized learning, and the ability to integrate teaching and technology were identified as essential. For the operation of online teaching, communication competence, facilitation competence and digital literacy competence were identified as essential, which included communicating with students using technical aids and the development of strategies for interaction and providing feedback. Finally, it was shown that for student evaluation, student diagnosis and monitoring abilities based on online learning activity records, big data interpretation and utilization competence, and the ability to understand and deal with fairness issues in online evaluation were identified as required. The results also show that teachers needed to develop new roles and expertise in implementing blended learning, to build digital infrastructure and human resources for schools, to establish step-by-step support systems for blended learning engagement for vulnerable families, and to form teaching, learning, and evaluation strategies with blended learning.