예비과학교사의 교육실습에 대한 내러티브 탐구를 통한 순환적 반성의 특징 탐색
Exploring the Characteristics of Pre-Service Teacher's Continuous, Repetitive Reflection on the Teaching Practicum through Narrative Inquiry
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In this study, we investigated the teaching cha- racteristics carried on during teaching practicum and the personal background of pre-service science teacher as teaching and learning context. For promoting reflection, researchers thought back the lessons at the various points. Narrative Inquiry is known to elicit the in-depth meaning of experience. The data were collected from the subjects’ journals, teaching practicum homeworks, audio and video recording of the classes, reflection journals for all classes, interview data, essay, and other relevant materials. The data were reconstructed by key words that showed the contents of the stories by implication. We found that the pre-service teacher constructed the teaching practicum lessons by using the methods that were effective in her own learning. In the reflection of the teaching practicum, technical reflection was mainly appeared. During continuous, repetitive reflection process, productive reflections has been made that integrates and analyzes her own experience. In this process, the pre-service teacher found the strengths and weaknesses of her practice. As a teacher, she confirmed the gap between direction and execution. Also, she made an objective thought about the culture of teaching practicum. Technical reflections have linked theory and practice through the process. In addition, the level of complex and contextual reflection increased. This results show that continuous reflection can connect the theory and practice in the educational field, and make the experience of teaching practice more meaningful.
Abstract
In this study, we investigated the teaching cha- racteristics carried on during teaching practicum and the personal background of pre-service science teacher as teaching and learning context. For promoting reflection, researchers thought back the lessons at the various points. Narrative Inquiry is known to elicit the in-depth meaning of experience. The data were collected from the subjects’ journals, teaching practicum homeworks, audio and video recording of the classes, reflection journals for all classes, interview data, essay, and other relevant materials. The data were reconstructed by key words that showed the contents of the stories by implication. We found that the pre-service teacher constructed the teaching practicum lessons by using the methods that were effective in her own learning. In the reflection of the teaching practicum, technical reflection was mainly appeared. During continuous, repetitive reflection process, productive reflections has been made that integrates and analyzes her own experience. In this process, the pre-service teacher found the strengths and weaknesses of her practice. As a teacher, she confirmed the gap between direction and execution. Also, she made an objective thought about the culture of teaching practicum. Technical reflections have linked theory and practice through the process. In addition, the level of complex and contextual reflection increased. This results show that continuous reflection can connect the theory and practice in the educational field, and make the experience of teaching practice more meaningful.
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