학습자 중심 교육에 대한 예비 국어교사의 주관적 인식 분류 － ‘학생 주도성(student agency)’의 이론적 관점에 기초하여
Classification of Subjective Perception of Pre-service Korean L1 Teachers on Learner-centered Education － Based on the theoretical background of “student agency”
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초록
이 연구는 Q 방법론을 적용하여 학습자 중심 교육에 대한 예비 국어교사의 주관적 인식을 분류하고, 학생 주도성의 이론적 관점에 기초하여 그 결과를 해석함으로써 교육적 시사점을 도출하였다. 사범대학 국어교육과에 재학 중인 1, 3학년 재학생 87명을 대상으로 삼아 데이터를 수집하고, 통계적 수치에 따라 구분된 4개의 요인별로 부하량이 높은 참여자를 선별하여 후속 면담을 실시하였다. 학습자 중심 교육에 대해 학생 개개인의 생각 또는 정의적 속성을 키워주는 교육이라고 인식하는 요인 1, 학습자 중심 교육이 현실에서 반드시 이상적이지 않다고 보는 요인 2, 교육 시스템 전반의 구조적 변화가 필요하다는 입장의 요인 3, 학습자의 기존 자원에 대한 고려가 필요하다고 보는 요인 4로 나뉘었다. 요인 1이 학습자 중심 교육에 대한 전통적인 관점을 보여주는 것이라면, 요인 2~4는 사회생태학적 발달 접근과 같은 대안적 토대 위에서 학습자 중심 교육에 대한 변화된 관점을 보여주는 것이라 할 수 있다. 요인 2, 4는 1학년에게서, 요인 3은 3학년에게서 상대적으로 더 두드러졌다.
Abstract
This study applied Q methodology to categorize the subjective perceptions of pre-service L1 teachers regarding learner-centered education. The study also extracted educational implications by interpreting the results based on the theoretical viewpoint of student agency. Q sorts were collected from 87 first- and third-year undergraduates majoring in Korean L1 education, resulting in the emergence of 4 factors. Follow-up interviews were conducted with participants who showed high loading for each factor. Regarding learner-centered education, Factor 1 suggests that it should foster the thinking and affection of individual students, Factor 2 indicates that it may not be an ideal approach in reality, Factor 3 suggests that it should entail structural changes in the education system as a whole, and Factor 4 suggests that it should take into consideration the existing resources of the learners. Factor 1 aligns with the traditional view of learner-centered education, while Factors 2 to 4 align with alternative theories such as the socio-ecological developmental approach. Factors 2 and 4 were more prominent among first-year students, whereas Factor 3 was more prominent among third-year students.
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