교육실습 기간 예비교사의 성찰활동이 교사효능감과 교육실습만족도에 미치는 영향
The Effect of Reflection Type on Teacher Efficacy and Satisfaction of Pre-Service Teachers during Teaching Practicum
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본 연구의 목적은 교육실습기간 중등 예비교사의 성찰활동이 교사효능감과 교육실습만족도에 미친 영향을 확인하는 것이다. 이를 통해 예비교사 역량향상에 효과적인 성찰방법을 모색하고자 하였다. 연구대상은 A대학교 사범대 교직실무 강좌 수강생 중 교육실습에 참여한 120명이며, 성찰유형별-자율 성찰, 구조화된 성찰, 동료피드백을 수반한 구조화된 성찰-로 각 40명씩 임의배치한 후, 각 집단의 사전사후 교사효능감의 차이와 사후교사효능감 및 실습만족도의 집단 간 차이를 검증하였다. 연구를 위해 수집된 자료는 paired-t test와 일원분산분석을 통해 분석되었다. 연구결과, 첫째 세 성찰유형 모두 교사효능감 향상에 긍정적 영향을 미치는 것으로 나타났다. 둘째, 집단 간 교사효능감 차이검증에서 예측적 성찰(anticipatory reflection)이 포함된 자율 성찰의 효과가 가장 높았다. 셋째, 집단 간 교육실습만족도에서도 예측적 성찰이 포함된 자율 성찰의 효과가 가장 높았다. 연구결과를 토대로 예비교사교육에 있어 성찰의 의미와 효과적 성찰에 대한 시사점을 제안하였다.
Abstract
The purpose of this study is to investigate the effect of the reflection type on teacher efficacy and satisfaction of pre-service teachers during. teaching practicum. The participants were 120 college students in the teaching practical course of A university. Students were randomly assigned to three types of reflection during teaching practicum including autonomous reflection, structured reflection, and structured reflection with peer feedback. The data collected for the study were analyzed by paired-t test and one-way ANOVA. The results of this study were as follows: First, the three reflection types had a positive impact on the improvement of teacher efficacy. Second, the difference in teacher efficacy among the three groups was statistically significant. Three, the difference in the satisfaction level of teaching practicum among the three groups was statistically significant. Based on the results of the study, we suggest implications for using reflection as a useful method in pre-service teacher education.
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