예비 생물교사의 교육실습 수업에 나타난 담화 구조 분석
Analysis on Discourse Structure Presented in Pre-Service Biology Teachers’ Practicum Lessons
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The purpose of this study was to examine the discourse structure that presented in the practicum lesson of pre-service biology teachers. For this purpose, the class discourse was analyzed for the classes of 9 pre-service biology teachers. Question-answer relationship was classified into independent relationship, parallel relationship, insertion relationship, and reorganization relationship, and discourse types were classified into non-interactive/authoritative, non-interactive/dialogic, interactive/authoritative, and interactive/dialogic types. As a result of the analysis, the parallel relationship was the most used among the question-answer relationships, followed by the independence relationship, the insertion relationship, and the reorganization relationship. In the discourse type analysis, the interactive/authoritative discourse type was used the most, followed by the interactive/dialogic discourse and the non-interactive/authoritative discourse type. In the result of this study, the discourse structure, it was found that the class discourse of pre-service biology teachers was biased towards a specific form. This showed that pre-service biology teachers lack the ability to use various question-answer relationships and discourse types in class. Therefore, the results of this study suggest that pre-service biology teachers should be able to develop effective class discourse management skills through the teacher education curriculum. In particular, it is necessary to strengthen the strategies related to class discourse in the teacher education process in order to develop the teaching competency of pre-service biology teachers.
Abstract
The purpose of this study was to examine the discourse structure that presented in the practicum lesson of pre-service biology teachers. For this purpose, the class discourse was analyzed for the classes of 9 pre-service biology teachers. Question-answer relationship was classified into independent relationship, parallel relationship, insertion relationship, and reorganization relationship, and discourse types were classified into non-interactive/authoritative, non-interactive/dialogic, interactive/authoritative, and interactive/dialogic types. As a result of the analysis, the parallel relationship was the most used among the question-answer relationships, followed by the independence relationship, the insertion relationship, and the reorganization relationship. In the discourse type analysis, the interactive/authoritative discourse type was used the most, followed by the interactive/dialogic discourse and the non-interactive/authoritative discourse type. In the result of this study, the discourse structure, it was found that the class discourse of pre-service biology teachers was biased towards a specific form. This showed that pre-service biology teachers lack the ability to use various question-answer relationships and discourse types in class. Therefore, the results of this study suggest that pre-service biology teachers should be able to develop effective class discourse management skills through the teacher education curriculum. In particular, it is necessary to strengthen the strategies related to class discourse in the teacher education process in order to develop the teaching competency of pre-service biology teachers.
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