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수행공학을 적용한 수업컨설팅 모형

A Model of Instructional Consultation using Performance Technology

이상수
한국교육공학회 (Korean Society Of Educational Technology)|2010.12|교육공학연구 (Journal of Educational Technology)|제26권 제4호|pp. 87-120

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참고문헌

키워드

수업개선학교컨설팅수업장학수업컨설팅수행공학instructional supervisionperformance technologyinstructional improvementinstructional consultation. school-based consultation
주제분류교육학

초록

현직연수나 장학활동 같이 수업을 개선하려는 지금까지의 노력들은 모두 수업의 문제를 교사변인에만 의존하는 접근들이었다. 하지만 수업은 여러 가지 요인들의 복합적이고 역동적인 상호작용에 의존하고 있어 교사 한 변인만의 개선으로는 수업문제를 해결하기는 어렵다. 국내에서 실시되고 있는 수업컨설팅은 컨설팅의 본질적 의미를 살리기 보다는 장학의 또 다른 형태로 실시되고 있다. 따라서 본 연구는 수업문제를 보다 체계적으로 분석할 수 있는 수행공학을 적용함으로써 수업컨설팅의 새로운 접근을 시도하고자 한다. 본 연구를 통해 개발된 수행공학을 적용한 수업컨설팅 모형은 수업문제를 교사나 학습자 차원에서만 접근하는 단편적 시각에서 벗어나 수업문제를 보다 체제적 관점에서 보고 증거기반의 체계적 접근을 통해 해결할 수 있게 해 준다. 본 모형은 협력관계형성, 수행분석, 원인분석, 개입 안 설계 및 실행, 협력적 평가의 다섯 단계로 구성되어 있으며 순환적인 성격을 가지고 있다. 본 모형은 컨설턴트와 컨설티 즉 교사간의 수평적이고 협력적 관계를 강조함으로써 교사의 능동적인 참여를 유도하게 하고 있다. 또한 본 모형은 수업문제 규정과 분석, 원인 분석 단계를 강조하고 있으며 수행공학이론에서 검증된 절차를 수정 보완하여 적용함으로써 보다 과학적이고 자료기반적 접근을 하도록 하였다. 개입 안의 선정과 실행에 있어서도 교사의 참여를 유도함으로써 사용성, 실행가능성, 개입 안 전략의 통합성을 높일 수 있도록 하였다. 평가의 과정 역시 컨설티와 교사가 컨설팅 시작 과정에서부터 협력적으로 실행하도록 하였으며 컨설팅 과정과 결과를 모두 평가하도록 하였다. 특히 평가과정은 그 결과를 전 컨설팅 과정과 결과에 즉각적인 피드백을 위해 사용하도록 하고 이를 근거로 수정할 수 있도록 함으로써 순환적 모형의 통로로 활용하였다. 본 모형은 학교현장의 수업개선을 위한 수업전문가와 교사와의 실행공동체 형성에 기여할 수 있을 것이다.

Abstract

The approaches of improving instruction such as in-service training and instructional supervision depend on a teacher variable. It is difficult to solve instructional problems by improvement of a teacher variable because the instruction is very complex and dynamic. The consulting conducted in Korea is another type of supervision. It is supervision with another name. Therefore, the study tried to develop a new approach to the instructional consultation by applying the performance technology which can analyze instructional problems more systematically. The model of instructional consultation using performance technology can solve instructional problems by approaching them systematically from systemic viewpoint rather than a fragmentary approach which tries to solve the instructional problems from only students or teachers' perspective. The model is composed of five elements: construction of collaborative relationship between a consultant and a consultee, performance analysis, cause analysis, intervention design and implementation, and collaborative evaluation. The model has a circular characteristic. The model leads teachers' active participation in the consulting processes by emphasizing horizontal and collaborative relationship between a consultant and a consultee. The model emphasizes instructional problem identification and analysis and cause analysis which is adopted from approved procedures of performance technology. This implies that the model is based on data and evidence. In designing and implementing of interventions, the model enhances usability, feasibility, and integrity of treatment by encouraging the consultee's participation. The consultant and consultee collaboratively evaluate the processes and products of the instructional consultation from the beginning of the consultation. The evaluation element is a channel by which every consulting process has feedback on its performance and revises the process itself based on the feedback. The study can contribute to building a community of practice which is composed of consultants and teachers.

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