생물 예비교사들의 수업 실습에서 대화적 담화를 중심으로 나타난 수업 전문성
Pre-service Biology Teachers’ Professional Teaching Ability focusing on Dialogic Discourse
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Abstract
The purpose of this study is to understand pre-service teachers’ professional teaching ability focusing on dialogic discourse in their teaching practices. Dialogic discourse makes students to express their idea and helps meaningful learning. For this purpose, four pre-service teachers who registered both of two practice courses, simulated teaching and student teaching, were selected. Data from classroom observations, semi-structured interviews, lesson plans, instructional materials were used to characterize discourse patterns and factors that affected dialogic discourse. As a result, the three factors that affected dialogic discourse were also categorized: teaching orientation, linkage of everyday life and scientific idea, and teachers’ questions and feedback. More dialogic discourses were observed in the lessons of teachers who had inquiry teaching orientation than who had didactic teaching orientation. Pre-service teachers who had inquiry teaching orientation recognized the necessity of dialogic discourse and put it in practice with the aims of increasing students’ participation and scientific thinking. When scientific idea was linked up with everyday life, students could participate in classroom discourse spontaneously using dialogic discourses. Dialogic discourses were also used when teacher asked questions for the purpose of collecting diverse idea and gave feedback for scaffolding or challenging thoughts. These results could suggest some supports for improvement of pre-service teachers’ professional teaching ability in the teacher education course.
참고문헌 (37)
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