예비교사를 위한 반성적 실과 수업 컨설팅 모형 개발

Abstract

The purpose of this research is to develop a consulting model reflective practical arts instruction to change practical arts of preservice-teachers in a self-directed developmental viewpoint. The content of this research for realizing this purpose is first to develop an initial model based on a review of literature. Second, in order to verify feasibility of the initial model, the second is to deduce its implications through case studies after applying the model actually. Third, the third is to develop practical arts instruction's consulting models and manuals reflecting a reflective thinking process by reflecting case study results. Literature analysis and case study were used as a research method. Characteristics of finally developed reflective practical arts instruction models for preservice-teachers are as follows. First, its stage was divided into a preparation stage, diagnosis stage, reflective implementation stage and evaluation stage. Second, its execution stage was divided into a diagnosis stage and reflective implementation stage. In this stage, a preservice-teacher diagnoses a problem based on the first class result executed respectively, extracts consulting elements through a reflective self-evaluation opportunity and executes the second class based on the consulting content. The process of class execution and consulting is(becomes) for making a preservice-teacher repeat until his or her self-belief on practical arts class is formed. Third, the start of consulting is not to start from diagnosis of problems, but after the class capable of diagnosing problems was first executed, it was designed as a process diagnosing problems on one's own class and extracting consulting elements based on the results. Fourth, it was designed that the class consulting process can be continuously progress in the frequency of 1+n until a preservice-teacher has positive belief on one's own class instead of making the class consulting process complete at one time.