A Study on Teachers’ Perception of PCK in Convergence Education

With the introduction of ‘integrated subjects’ and ‘creative convergence talent training’ in the 2015 curriculum, the development of teaching skills in convergence education has become important. This study aims to enhance the quality of convergence education by examining it from the perspective of pedagogical content knowledge (PCK) and proposing ways to improve teachers’ PCK in convergence education. In this study, the components of PCK in convergence education were divided into four categories: teaching orientation, curriculum knowledge, teaching strategy knowledge, and assessment knowledge. Based on these categories, a questionnaire was developed to assess teachers' perceptions of PCK in convergence education, and a survey was conducted with 31 current teachers. The collected data used an iterative analysis method for each PCK component. To further investigate the research problem, in-depth interviews were conducted with four elementary school teachers who have extensive experience in convergence education. The interview data were transcribed and analyzed using inductive category analysis. The research results are as follows. First, teachers tended to emphasize convergence education practices that enhance critical thinking, expression skills, real-life connections, flexible thinking, open attitudes, and the appreciation of enjoyment and aesthetics. Second, with respect to curriculum knowledge in convergence education, teachers primarily reorganized lessons using transdisciplinary and interdisciplinary approaches. Third, problem-solving learning, cooperative learning, project-based learning, reading and writing strategies were preferred in terms of instructional strategies, Fourth, in the area of assessment knowledge, teachers prioritized evaluating the learning process, learner growth, considering learners as the subjects of evaluation, and utilizing comprehensive and diverse evaluation methods. The results of this study show that various elements of convergence education PCK are interrelated, with a particular focus on the strong connection between teaching orientation, instructional strategy knowledge, and assessment knowledge.