학교현장실습학기제에 참여한 예비과학교사의 수업 전문성 발달에 관한 근거이론적 접근
A Grounded Theory Approach on the Teaching Professionalism Development of Pre-service Science Teachers participating in the Teaching Practicum Semester System
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초록
본 연구는 학교현장실습학기제 시범 운영에 참여한 대상자들의 경험을 바탕으로 예비과학교사의 탐구 기반 수업 전문성을 발달시킬 수 있는 방안을 탐색하는 것을 목적으로 한다. 이를 위하여 2023년 2학기에 학교현장실습학기제에 참여한 예비과학교사 2인, 교과지도교사 2인, 교과교육교수 1인의 심층 인터뷰 자료를 근거이론을 이용하여 분석하였다. 연구 결과는 다음과 같다. 개방코딩을 통해 46개의 개념, 16개의 하위범주, 7개의 범주가 도출되었고, 이를 바탕으로 축코딩을 수행하여 패러다임 모형을 도출하였다. 연구 참여자들은 교육실습 제도 개선의 필요성을 느끼고 있었으며, 교육실습 체계가 변화하는 맥락적 조건에서 교실대화 등의 교수 전략을 활용하는 것이 예비과학교사의 탐구 기반 수업 전문성 발달에 긍정적인 영향을 줄 수 있는 상호작용 전략으로 나타났다. 또한, 학교현장실습학기제의 운영 요소, 개인적 특성은 중재적 조건으로써 상호작용의 효과에 영향을 주었다. 연구 결과를 바탕으로 학교현장실습학기제에서 활용할 수 있는 예비과학교사의 수업 전문성 발달 프로그램의 모형을 제안하였다.
Abstract
This study aims to explore methods for developing pre-service science teachers’ inquiry-based teaching professionalism, drawing on experiences from a pilot teaching practicum semester system. To achieve this, it adopted grounded theory and analyzed the data from in-depth interview with two pre-service science teachers, two mentor science teachers, and one education professor who participated in the teaching practicum semester system during the second semester of 2023. The study defined 46 concepts, 16 subcategories, and 7 categories through open coding, and created a paradigm model through an axial coding based on the findings. Participants identified several areas of improvements in the practicum system and mentioned classroom talk as a key strategy that could positively impact pre-service science teachers’ inquiry-based teaching professionalism development. Additionally, the operational factors of the teaching practicum semester system and individual characteristics were identified as crucial mediators in enhancing interaction effectiveness. Based on these findings, the study proposes a model for developing pre-service science teaching professionalism, within the context of a teaching practicum semester system.
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