초등 예비 교사의 교수화법에 대한 성찰 수준
Elementary school pre-service teachers’ level of reflection on instructional communication
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This study aims to examine elementary school pre-service teachers’ level of reflection on their instructional communication. 56 student teachers handed in a reflective writing about their instructional communication which they practiced in field practicum. 4 estimators evaluated these writings by REFLECT Rubric(Wald et al., 2012). Analysis of evaluated scores shows something as follow. (1) In the intra-person level, only 1 criterion(Analysis and Meaning making)’s mean score was over than Reflection level(3 points) and 1 criterion(Attending to Emotion)’s was less than Thoughtful Action level(2 points). (2) In the inter-person level, It was possible to classify most of pre-service teachers into 7 level groups(from ‘pre-reflection’ to ‘totally balanced reflection’). The result of this study will be helpful to university educators who are interested in reflective professional education.
Abstract
This study aims to examine elementary school pre-service teachers’ level of reflection on their instructional communication. 56 student teachers handed in a reflective writing about their instructional communication which they practiced in field practicum. 4 estimators evaluated these writings by REFLECT Rubric(Wald et al., 2012). Analysis of evaluated scores shows something as follow. (1) In the intra-person level, only 1 criterion(Analysis and Meaning making)’s mean score was over than Reflection level(3 points) and 1 criterion(Attending to Emotion)’s was less than Thoughtful Action level(2 points). (2) In the inter-person level, It was possible to classify most of pre-service teachers into 7 level groups(from ‘pre-reflection’ to ‘totally balanced reflection’). The result of this study will be helpful to university educators who are interested in reflective professional education.
참고문헌 (31)
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