예비교사를 위한 학교상담론 수업 성과에 대한 개념도: 성찰일지 분석을 중심으로
The Concept Mapping of School Counseling Seminar’s Outcomes for Pre-Service Teachers: Focusing on Reflection Journal analysis
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초록
본 연구는 예비교사의 상담 및 생활지도의 직무역량을 함양하기 위한 교육 방안을 제시하기 위해, 자기이해와 성찰을 촉진하는 전문가 훈련 모델을 적용한 학교상담론 수업에 대한 성과를 평가하였다. 12명의 예비교사들이 15주 동안 매주 수업 후 새롭게 배우고 깨달은 점에 대해 자율적으로 성찰한 일지를 분석하여 개념도 연구방법에 따라 성찰과정에 대한 아이디어를 산출하고, 종합, 편집과정을 통해 84개의 진술문을 도출하였다. 이에 대해 10명의 예비교사들이 실시한 유사성 분류의 자료를 이용하여 개념도 분석을 실시한 결과, 학교상담론을 이수한 예비교사들은 자기성장과 성찰의 두 가지 차원을 기준으로, 초기, 중기, 후기 3단계 과정 동안 6개의 군집으로 성찰을 통한 변화를 체험하였다. 수업의 흐름에 따라 나타난 개념도의 하위 군집은 수업 초기- ‘학교 상담의 필요성과 기본 원리에 대한 이해’, 중기- ‘언어적 의사소통 과정에 대한 관찰’, ‘자기분석을 통한 새로운 통찰’, 후기- ‘타인과의 유대경험을 통한 상호성장’, ‘대인관계 성찰을 통한 타인에 대한 공감’, ‘자신의 욕구와 감정에 대한 알아차림과 변화에 대한 다짐’이었다. 군집별 경험 일치도를 평정한 결과, 학교상담의 필요성과 기본원리에 대한 이해가 가장 높게 나타났다.
Abstract
This study evaluated the outcomes of the School Counseling Seminar applied by the expert training model that promoted self-understanding and reflection to suggest educational plans to foster the job competency of school counseling and guidance for pre-service teachers. After each weekly seminars for 15 weeks, 12 pre-service teachers analyzed their self-reflection journals on newly learned and realized points, and generated ideas for the reflection process according to the concept mapping method, and 84 statements were derived through comprehensive and editing process. The results of concept mapping analysis using the raw data of similarity classification done by 10 pre-service teachers, showed that the pre-service teachers who completed the school counseling seminar experienced the change from reflection of six clusters during the initial, mid-term, and later stages based on two dimensions of self-growth and reflection. The sub-groups of the conceptual mapping that appeared according to the flow of the seminar were in the initial stage of the seminar - ‘understanding of the necessity and basic principles of school counseling’, the mid-term stage - ‘observation of linguistic communication process’, ‘new insights through self-analysis’, and the later stage - ‘Mutual growth through bonding experience with others’, ‘Empathy for others through relationship reflection’, and ‘Awareness of one's desire, feelings and commitment to change’. As a result of evaluating the level of experiences consistency by cluster, the necessity for school counseling and the understanding of basic principles were the highest.
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