대학교육의 질 향상을 위한 동료 수업컨설팅 사례연구
A Case Study on Peer Instructional Consulting Program in Higher Education
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참고문헌
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초록
본 연구는 대학에서의 동료 수업컨설팅 프로그램을 개발 및 적용해봄으로써 대학 교수자들의 동료 수업컨설팅 참여 동기를 파악하고, 프로그램의 효과를 검증하고 향후 운영전략을 도출하고자 하였다. 본 연구의 목적을 달성하기 위해 동료 수업컨설팅 프로그램이 개발․운영한 후 교수자 13명이 참여하여 작성한 동료 컨설팅 프로그램 신청서, 설문지, 인터뷰 결과 및 성찰일지가 분석되었다. 연구 결과는 다음과 같다. 첫째, 대학 교수자의 동료 수업컨설팅 프로그램을 신청한 이유는 교수 및 평가 전략, 수업 내용의 난이도 및 적절성, 교육철학, 학습자의 수업 참여 유도 전략 등에 대한 동료 교수들의 의견 수렴으로 파악되었다. 둘째, 동료 수업컨설팅 프로그램은 다양한 교수법 습득의 필요성 인식, 교수설계의 필요성 및 관련 지식습득, 학습자의 수업참여 유도 방법, 교수자의 태도 변화 및 성찰의 필요성 인식 측면에서 효과가 있음이 드러났다. 셋째, 동료 수업컨설팅 프로그램은 오리엔테이션 강화(프로그램의 취지 및 목적, 동료 교수들에게 요구되는 태도 및 역할 등에 대한 구체적 안내), 동료 수업컨설팅 후 신청 교수자의 실천 여부 및 효과 공유를 위한 동료 수업 컨설팅 기간 확대 및 운영 방식의 다양화 (집중 워크숍 및 세미나 등), 외부 전문가와의 연계 지원 및 수업촬영 동영상 적극 활용 등에 대한 구체적인 전략이 도출되었다. 마지막으로, 대학에서의 동료 수업컨설팅 활성화를 위하여 고려해야 할 주요 사항으로 동료 수업컨설팅에 대한 교수자의 인식변화를 위한 방안, 동료 수업컨설팅 효과성에 대한 명확한 규명, 동료 수업컨설팅을 거시적인 측면에서 장기적으로 운영할 수 있는 방안, 동료 수업컨설팅 정착을 위한 방안 등이 논의되었다.
Abstract
The purpose of this study was to develop an effective managerial strategies for a peer instructional consulting program. For this, a peer instructional consulting program was developed and implemented. Then, professors' needs and the effectiveness of peer instructional consultation program were investigated in the context of higher education. In this study, 13 professors were participated in the peer instructional consulting program and (1) a written application of peer-instructional consulting program, (2) survey questionnaire, (3) in-depth interview data with professors, and (4) reflective journal were analyzed. Results in this study showed as follows. First, volunteer professors reported the motives of participating in this consultation to be given information on teaching and evaluation strategies, difficulty level of learning contents, and strategies of encouraging students' study, and educational philosophy from peer professors. Second, all participants reported the usefulness of the peer instructional consulting program in terms of perceiving the necessity of teaching method and instructional design, the importance of teachers' attitude toward students, and strategies of encouraging students' study. Third, detailed orientation (including the purpose of this program, required professors' roles and specific guides), extension of period for sharing the effectiveness of professors' instructional action in their classroom, diversified management methods including workshop and seminar, linkage between experts and a consulting group, and usage of lecture video recordings for an instructional consulting were emerged as important managerial strategies. Finally, implications were suggested based on these findings.
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