수업 멘토링을 통한 예비과학교사의 수업역량 변화: RTOP 분석을 중심으로

Abstract

This study aimed to enhance the teaching competency of pre-service science teachers by implementing a lesson mentoring program and evaluating its effectiveness through an analysis based on the Reformed Teaching Observation Protocol (RTOP). To achieve this, four mentoring sessions were conducted before and during the teaching practicum, with observations and analyses of lessons delivered by five pre-service science teachers. The results indicated that most participants demonstrated a gradual improvement in their teaching competence through mentoring. Specifically, PT1 consistently maintained high RTOP scores across all domains, PT3 exhibited significant improvement in the later lessons, and PT4 and PT5 achieved score increases through immediate feedback and advice provided by the mentoring program. Conversely, PT2 experienced a decline in RTOP scores due to insufficient preparation and changes in the lesson topic. These findings suggest that the lesson mentoring program had a positive impact on the development of teaching professionalism among pre-service science teachers. An analysis of the RTOP scores by domain revealed that scores in lesson planning and implementation, as well as propositional knowledge, were relatively high even before the practicum. However, scores in procedural knowledge, communication and interaction, and student-teacher relationship domains showed progressive improvement through the practicum and mentoring. Based on these findings, the study recommends practical strategies for effective lesson mentoring, including timely feedback, ensuring sufficient opportunities for lesson delivery during the practicum, and systematic integration of subject-specific pedagogy with the teaching practicum.