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Research Article

Impact of Community-Engaged Project-Based Service Learning on Pre-Service Teachers' Teaching Efficacy
- A Convergent Mixed Methods Study -

지역사회 연계 PjBL 봉사학습이 예비교원의 교사효능감 형성에 미치는 영향
- 수렴적 혼합연구 -

전보애1 · 남은진2 · 정진규3 · 산티아고 로페즈4

Bo Ae Chun1 · Eunjin Nam2 · Jin-Kyu Jung3 · Santiago Lopez4

1가톨릭관동대학교 지리교육과 교수
2중경고등학교 교사
3워싱턴주립대학교 융합문리과학대학 교수
4워싱턴주립대학교 융합문리과학대학 교수
1Professor, Department of Geography Education, Catholic Kwandong University
2Teacher, Jungkyung High School
3Professor, School of Interdisciplinary Arts and Sciences, University of Washington Bothell
4Professor, School of Interdisciplinary Arts and Sciences, University of Washington Bothell
31 May 2026. pp. 95~115
PDF Citation
Abstract
This study explored the effects of a service learning program implemented within a community problem-solving project-based learning (PjBL) environment on changes in pre-service geography teachers' teacher efficacy, employing a convergent mixed methods design. Twenty pre-service geography teachers participated in a 30-session service learning program centered on the Namdaecheon River in Gangneung, Gangwon State, which was selected for its distinctive ecological and community characteristics. Data were collected through pre- and post-teacher efficacy assessments, 229 reflective journals, and in-depth interviews. Quantitative analysis revealed statistically significant improvements in both general teacher efficacy (d=.82) and context-specific teacher efficacy (d=.84). Qualitative analysis identified four core themes: the awakening of reflective teaching awareness, growth of practical teaching competence through autonomous practice, reconstruction of local ecological knowledge, and the gradual formation of professional teacher identity through mentor-mentee interaction. Convergent integration analysis confirmed a stage-based developmental trajectory [χ2(2, N=211)=9.99, Cramer’s V=.22]. These findings suggest that a structured community-based PjBL service learning program effectively promotes both general and context-specific teacher efficacy in pre-service teachers.
Keywords
service learning
project-based learning (PjBL)
pre-service teachers
teacher efficacy
mixed methods
본 연구는 지역사회 문제해결형 프로젝트 기반 학습(PjBL) 환경에서 운영된 봉사학습 프로그램이 예비 지리교원의 교사효능감 변화에 미치는 영향을 수렴적 혼합연구방법으로 탐색하였다. 강원특별자치도 강릉시 남대천을 대상지로 한 총 30차시의 봉사학습에 참여한 예비 지리교원(n=20)을 대상으로 사전·사후 교사효능감 검사와 교육봉사일지 및 심층 인터뷰 분석을 병행하였다. 양적 분석 결과, 대응표본 t-검정에서 일반 교사효능감(d=0.82)과 특수 교사효능감(d=0.84) 모두 통계적으로 유의하게 향상되었다. 질적 분석에서는 교수자 자아의 각성, 자율적 실천을 통한 교수 역량의 성장, 지역 생태 지식의 재구성, 멘토-멘티 상호작용을 통한 교직 정체성 형성의 네 가지 핵심 주제가 도출되었다. 수렴적 통합 분석을 통해 교사효능감이 활동 단계에 따라 일반 교사효능감 중심에서 특수 교사효능감 중심으로, 이후 두 유형의 균형 상태로 전이하는 단계적 발달 경로가 확인되었다[χ2(2, N=211)=9.99, Cramer’s V=.22]. 본 연구는 이론-현장-통합의 단계적 구조를 갖춘 지역사회 연계 PjBL 봉사학습이 예비교원의 일반 교사효능감과 맥락 특수적 교사효능감을 순차적·상호 보완적으로 증진시키는 효과적 교육 방법임을 시사한다.
키워드
봉사학습
프로젝트 기반 학습(PjBL)
예비교원
교사효능감
혼합연구
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  • 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 : 34
  • No :2
  • Pages :95~115
  • DOI :https://doi.org/10.17279/jkagee.2026.34.2.95
Journal Informaiton The Journal of The Korean Association of Geographic and Environmental Education The Journal of The Korean Association of Geographic and Environmental Education
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