교사의 인식론적 신념과 교실 수업행동
The Teacher's Epistemological Belief and Classroom Teaching Practice
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초록
본 연구는 교사의 인식론적 신념과 교실 수업행동 간의 관련성을 구체적으로 탐색하는 것이 궁극적인 목적이다. 이를 위해 Chan과 Elliott(2004)의 인식론적 신념 설문지를 활용하여 교사의 인식론적 신념 수준을 세련되고 정교한 신념, 미숙하고 단순한 신념 그리고 혼합된 신념을 가진 교사 6명을 선정하였고, Gagné(1985)의 9가지 수업사상에 근거하여 수업행동 관찰 도구를 개발 후 7명의 평가자가 해당 교사들의 수업을 관찰 평정하였다. 연구 결과, 첫째, 교사의 인식론적 신념과 교실 수업행동의 효과성 측면에서, 수업 전개 부분과 9가지 수업사상 중 '선행학습 상기', '연습'에서 세련되고 정교한 신념을 가진 교사는 다른 신념을 가진 교사보다 좀 더 효과적인 수업행동을 하고 있는 것으로 나타났다. 둘째, 교사의 인식론적 신념에 따라 실제 수업행동에서 강조하는 부분이나 구체적인 수업행동을 살펴보면, 미숙하고 단순한 신념을 가진 교사는 교사 주도적인 수업 진행이 두드러졌고, 혼합된 신념을 가진 교사는 학습목표 달성을 위해 노력하나 수업과정에서 효과적인 방법들을 제시하지 못했다. 반면 세련되고 정교한 신념을 가진 교사는 유의미한 학습이 이루어지도록 수업방법을 실천하려는 수업행동이 나타났다.
Abstract
The primary purpose of the study was to examine or relate epistemological belief to teaching practice. The epistemological belief questionnaires developed by Chan and Elliott(2004) were used to choose 6 sophisticated, naive and mixed teachers. The observation of teaching practice was conducted by experienced teachers and doctors of education. The observation tool was developed by nine events of instruction from Gagné(1985). The findings of this case study were as follows: first, according to the level of epistemological belief, effectiveness of teaching practice was partly different in 'development domain' of teaching and 'stimulating recall of prior learning', 'providing learning guidance' domains among the 9 events of instruction. Second, naive teachers performed mostly teacher-directed, mixed teachers made an effort to master the learning objectives but lacked effective teaching methods. Sophisticated teachers' teaching practices were concentrated on the learner's meaningful learning. With these results, the study proposes that epistemological belief have an important role to teaching practice, and epistemological belief should be included in teacher education and emphasized in teachers' learning to teach.
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