探索不同學科領域在教師信念與科技融入教學上的差異：一項針對技術及職業教育與非技術及職業教育教師的全國性研究

Exploring Subject Area Differences in Teacher Beliefs and Technology Use: A National Study of Vocational and Non Vocational Teachers

學科文化長期以來一直被視為影響教師科技融入教學的重要因素。雖然先前的研究已探討不同學科在科技融入教學之間的差異，但鮮有研究深入比較技術及職業教育教師與非技術及職業教育教師在教學信念與科技融入教學方面的差異。隨著研究者對技術及職業教育教師科技融入的關注日益增加，瞭解此議題顯得格外重要。本研究利用一個具代表性的韓國現職教師樣本（n = 2,117），以技術及職業教育教師作為參照組，比較不同學科教師在教學信念、科技融入教學之量與質上的差異。研究採用多重指標與多重原因（MIMIC）模型及多元迴歸分析，並在分析中控制教師年齡、性別、ICT培訓與學校支持等背景因素，結果顯示各學科間存在系統性的差異。與韓文（母語）、數學、人文科學及其他科目（如道德／倫理、體育、個人與社會發展）教師相比，技術及職業教育教師在能力信念、價值信念、科技融入教學之量及質上均較高。這些發現顯示，科技應用在技術及職業教育上長久以來所扮演的重要角色，可能促進了技術及職業教育教師對科技融入教學的正向信念與實踐。本研究結果凸顯了學科文化在形塑教學信念與科技融入教學的關鍵角色，並針對師資培育與教師專業發展在科技融入教學面向提供重要的建議。

Subject culture has long been recognized as a key factor influencing teachers’technology integration. While prior research has explored differences across subject areas, few studies have examined how vocational teachers compare with non-vocational teachers in terms of beliefs and technology use. Given the growing interest in vocational teachers’technology integration, this understanding is timely and important. Using a nationally representative sample of Korean in-service teachers (n = 2,117), the present study compared teacher beliefs and both the quantity and quality of technology use across subject areas, with vocational teachers serving as the reference group. Multiple Indicators and Multiple Causes (MIMIC) modeling and multiple regression analyses revealed systematic subject-area variation, after accounting for key teacher and school backgrounds, such as age, gender, ICT training and organizational support. Vocational teachers reported higher competence beliefs, value beliefs, quantity of technology use, and quality of technology use than teachers in Korean (mother tongue), mathematics, human sciences, and other subject areas (e.g., moral/ethics, physical education, personal and social development). These findings suggest that the close alignment between vocational education and technological application may foster vocational teachers’positive beliefs and practices related to technology integration. The results underscore the role of subject culture in shaping teachers’beliefs and classroom practices and offer actionable implications for targeted teacher education and professional development initiatives.