ScholarWorks@숙명여자대학교

초록

This study aimed to identify the levels and profiles of theoretical and practical teaching competencies among pre-service teachers. Using survey data from 350 pre-service teachers for primary and secondary education across eight universities, descriptive statistics, correlation analysis, and latent profile analysis were conducted. The findings revealed that theoretical teaching competencies generally scored lower than practical teaching competencies. Positive correlations were observed between sub-factors of theoretical and practical competencies. Latent profile analysis identified six distinct profiles among pre-service teachers: "highest theory-highest practice," "moderate high theory-moderate high practice," "moderate high theory-high practice," "high theory-moderate high practice," "moderate theory-moderate high practice," and "moderate theory-moderate practice." From the analyses, this study found that pre-service teachers" theoretical teaching competencies to be lower than their practical competencies. Based on the results, the study highlighted the importance of considering both theoretical and practical domains in assessing teaching competency and discussed strategies for enhancing theoretical teaching competencies.

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