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교사 자기개방이 피드백 수용과 정서 그리고 참여행동에 미치는 영향 피드백 유형별 접근

The Effects of Teacher Self-Disclosure on Feedback Acceptance, Emotions, and Participation Behavior: by Types of Feedback

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주제분류교육학

초록

피드백은 형성평가의 주요한 실천 도구로 인식되고 있다. 본 연구는 학습자가 인지하는 교사의 교수 행동이 피드백 실제(feedback practice)에 미치는 영향에 주목하였으며 이에 따라 교사 자기개방(teacher self-disclosure)을 학습자가 지각하는 교수 행동으로 가정하여 피드백 상황에서 학습자의 피드백 수용, 정서 그리고 참여행동에 미치는 영향을 피드백 유형별로 확인하였다. 이를 위해 초등학교 5~6학년생 350명을 대상으로 실험 연구를 수행하였으며 구조방정식 모형을 통해 변인 간의 관련성 및 차이를 분석하였다. 분석 결과 첫째, 교사 자기개방은 모든 실험 조건에서 피드백 수용에 정적인 영향이 있었으며 둘째, 교사 자기개방은 구체적인 정보를 제시하는 피드백 조건에서 긍정 정서를 매개해 피드백 수용과 참여행동에 정적인 영향을 일관성 있게 주고 있음을 확인하였다. 마지막으로 효과적인 피드백을 위한 교사 요인 및 피드백의 특성에 대해 논의하였다.

Abstract

Feedback is perceived as a major practical tool for formative assessment. This study focuses on the influence of the teacher's instructional behaviors on the feedback practice. Therefore, the teacher self-disclosure is assumed that the instructional behavior perceived by the learner and find out it`s effects on Feedback acceptance, emotions, and participation behaviors by feedback types. To do this, 350 students from 5th to 6th grade in elementary school were experimented and the relationship between variables was analyzed through structural equation modeling. The results of this study are as follows: First, teacher self-disclosure had a statistically significant effect on feedback acceptance in all experimental conditions. Second, teacher self-disclosure had a positive influence on feedback acceptance and participation behavior. Finally, we discussed the characteristics of teachers and feedback for effective feedback.

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