‘교사의 생활 화법’ 과목의 성찰일지에 나타난 예비 교사의 인식 연구
A study on the perceptions of prospective teachers' reflection journals in the 'teacher's daily speech'
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초록
이 연구의 목적은 언어 분석 기법으로 예비 국어 교사들이 작성한 성찰일지에서 자동 추출한 정보를 통해 성찰의 특성을 확인하는 것이다. 이를 위해 교사 양성 과정에서 ‘교사의 생활 화법’을 수강한 후, 매 회기 활동 내용을 바탕으로 성찰일지를 작성한 글 300편을 분석 대상으로 삼았다. 분석 방법은 토픽 모델링 알고리즘을 활용하여 성찰일지의 토픽을 10개로 군집화한 후 성찰의 단계와 성찰의 수준에 따른 주제 분포를 확인했다. 연구 결과 6개의 토픽은 해당 회기 수업 내용이 주를 이룬 반면, 4개의 토픽은 회기와 무관하게 분포하는 양상을 보였다. 또한 수업 내용 관련 토픽은 쓰기 및 기록 단계에 주로 나타나고 수준에 따른 차이가 유의하지 않았고, 4개의 토픽은 각기 다른 단계에서 주로 분포하는 경향을 보였다. 이 연구에서 시행한 분석의 방법으로 회기별 수업 내용, 화법 상황의 일반적 토픽, 예비 교사가 언급한 추가적 생각들 사이의 분포와 관련성을 확인할 수 있었다.
Abstract
This study aimed to examine reflection characteristics by using automatically sampled data gathered from reflection journals written by preservice teachers and using a language analysis technique. To this end, 300 reflective journal entries were analyzed. The entries came from writings after each session of “Teacher’s Daily Speech,” a liberal arts course in the curriculum for training new teachers. A topic modeling algorithm was used to first group the 10 topics present in the reflection journals, and then to verify the distribution of those topics according to reflection phases and reflection levels. Upon analysis, six topics primarily covered the class contents of the relevant sessions, while four topics were distributed and not specific to a session’s material. Furthermore, topics related to class contents were mostly evident in the phases of writing and recording, and there were no significant differences depending on reflection levels. However, the other four topics tended to be present in different phases. The methods of analysis conducted in this study were able to identify the distribution and relevance between session-specific class content, general topics of speech situation, and the additional ideas mentioned by prospective teachers.
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