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2025 Vol.33, Issue 4 Preview Page

Special Issue

A Professional Development Program for Enhancing Geography Teachers’ AI–Digital Competence Based on the TPACK–DBL Framework
- Development and Application of Interactive Teaching–Learning Web Apps -

TPACK-DBL 프레임워크에 기반한 지리 교사의 AI·디지털 역량 강화 프로그램
- 인터랙티브 교수·학습 웹 앱의 개발과 적용 -

이상일1 · 이소영2

Sang-Il Lee1 · Soyoung Lee2

1서울대학교 지리교육과 교수
2가톨릭관동대학교 지리교육과 조교수
1Professor, Department of Geography Education, Seoul National University
2Assistant Professor, Department of Geography Education, Catholic Kwandong University
30 November 2025. pp. 53~72
PDF Citation
Abstract
This study aims to develop and examine the effectiveness of an AI–digital competency enhancement program for geography teachers, grounded in the TPACK–DBL (Technological Pedagogical Content Knowledge–Design-Based Learning) framework. To this end, the eight principles of TPACK–DBL were refined in alignment with the context of geography education and applied to a professional development program in which high school geography teachers designed and implemented interactive geospatial teaching–learning web applications using R, Quarto, and Shiny. Analysis of teacher surveys and qualitative data revealed that the participants experienced growth in their practical TPACK, shifting from a tool‐selection approach to proactively designing and developing web applications suited to specific instructional goals. However, many teachers encountered difficulties related to programming and data processing, and these challenges were mitigated by the support of graduate teaching assistants, whose technical expertise and pedagogical understanding played a crucial role in the program’s success. Furthermore, classroom demonstrations with students indicated that the web‐app‐based inquiry activities fostered engagement, motivation, and interaction, suggesting that digital tools can transform geography learning into a more inquiry‐oriented experience. These findings imply that AI–digital professional development should move beyond tool training toward digital product design based on TPACK–DBL principles. The study also highlights the need for institutionalized university–school partnerships and the development of adaptable instructional web app modules as sustainable strategies for teacher professional learning.
Keywords
TPACK–DBL
AI–digital competence
geography education
interactive teaching-learning web apps
university–school collaboration
본 연구는 AI·디지털 전환 시대에 요구되는 교사의 전문성 강화를 위해, TPACK–DBL 프레임워크에 기반한 지리 교사의 AI·디지털 역량 강화 프로그램을 개발하고 그 효과를 탐색하는 것을 목적으로 하였다. 이를 위해 TPACK–DBL의 여덟 가지 원리를 지리교육 맥락에 적합하도록 정련화한 후, 고등학교 지리 교사를 대상으로 R, Quarto, Shiny를 활용한 인터랙티브 지리공간 교수·학습 웹 앱 개발 프로그램을 운영하였다. 교사 대상 설문 및 질적 분석 결과, 참여 교사들은 수업 설계 단계에서 실천적 TPACK 발달을 경험하며, 기존의 도구 선정 중심 활용 방식에서 벗어나 교육 목적에 적합한 웹 앱을 직접 디자인·구현하는 주도적 역할을 수행하였다. 그러나 실제 구현 과정에서 기술적 부담이 확인되었으며, 대학원생 조교의 전문적 지원이 이를 보완하는 핵심 요인으로 작용하였다. 또한 학생 대상 수업 시연 결과, 웹 앱 기반 탐구 활동은 지리 학습의 흥미·몰입·상호작용을 강화하는 학습 구조를 가능하게 하였으며, 디지털 기반 탐구 활동이 학습 경험의 질을 향상시킬 수 있음을 보여주었다. 이러한 결과는 AI·디지털 기반 교사 연수가 개별 도구 습득을 넘어서, TPACK–DBL에 기반한 디지털 산출물 설계를 중심으로 운영될 필요가 있음을 시사한다. 더 나아가 대학–학교 협력 체계와 재구성 가능한 교수·학습 모듈 구축은 지속 가능한 교사 전문성 개발의 중요한 전략적 방향임을 제안한다.
키워드
TPACK-DBL
AI·디지털 역량
지리교육
인터랙티브 교수·학습 웹 앱
대학-학교 협력
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Information
  • Publisher :The Korean Association Of Geographic And Environmental Education
  • Publisher(Ko) :한국지리환경교육학회
  • Journal Title :The Journal of The Korean Association of Geographic and Environmental Education
  • Journal Title(Ko) :한국지리환경교육학회지
  • Volume : 33
  • No :4
  • Pages :53~72
  • DOI :https://doi.org/10.17279/jkagee.2025.33.4.53
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