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생명과학 수업에서 경력교사와 예비교사의 시선 공감 비교 분석

A Comparative Analysis of the In-service and Pre-service Teachers’ Gaze Empathy in Life Science Class

권용주|권승혁|김동용
한국생물교육학회 (The Korean Society of Biology Education)|2018.06|생물교육 (BIOLOGY EDUCATION)|제46권 제2호|pp. 265-274|DOI 10.15717/bioedu.2018.46.2.265

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pre-service teachereye trackingin-service teachergaze empathylife science class
주제분류교육학

초록

The purpose of this study was to analyze the in-service and pre-service teachers’ gaze empathy in life science class. Three in-service teachers and 3 pre-service teachers in high school were recruited to analyze their gaze empathy. The teacher’s gaze empathy was calculated by combining the total visit counts, transition, and average fixation duration. The results were shown as in-service teacher had a high total visit counts on student’s face. The pre-service teacher had a high total visit counts on student’s body. Also, the in-service teacher have more transitions between each students. These results means that the in-service teacher has tried to grasp the thoughts and emotions of students and conveyed prosocial meaning through gaze empathy. The pre-service teacher had longer average fixation duration in all areas than the in-service teacher, especially the longest in the face of student. This suggests that it is difficult for the pre-service teacher to deal with informations related to class and instruction, especially to understand the thoughts and emotions of students through the face. These results suggest that the in-service teacher have better gaze empathy with more student and more proficient than pre-service teacher. The results of this study can be used to effectively guide the instructional nonverbal behaviors of novice teachers and pre-service teachers.

Abstract

The purpose of this study was to analyze the in-service and pre-service teachers’ gaze empathy in life science class. Three in-service teachers and 3 pre-service teachers in high school were recruited to analyze their gaze empathy. The teacher’s gaze empathy was calculated by combining the total visit counts, transition, and average fixation duration. The results were shown as in-service teacher had a high total visit counts on student’s face. The pre-service teacher had a high total visit counts on student’s body. Also, the in-service teacher have more transitions between each students. These results means that the in-service teacher has tried to grasp the thoughts and emotions of students and conveyed prosocial meaning through gaze empathy. The pre-service teacher had longer average fixation duration in all areas than the in-service teacher, especially the longest in the face of student. This suggests that it is difficult for the pre-service teacher to deal with informations related to class and instruction, especially to understand the thoughts and emotions of students through the face. These results suggest that the in-service teacher have better gaze empathy with more student and more proficient than pre-service teacher. The results of this study can be used to effectively guide the instructional nonverbal behaviors of novice teachers and pre-service teachers.

참고문헌 (53)

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