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예비교사와 현장교사 간 협동을 통한 교사교육에 관한 연구 동향 분석과 음악교육의 시사점

The Analysis of Research Trends on Teacher Education through the Collaboration between Pre- and In-service Teachers and Its Implications in Music Education

신지혜
미래음악교육학회 (Association for Future Music Education)|2024.04|미래음악교육연구 (The Journal of Future Music Education)|제9권 제1호|pp. 139-162

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교사전문성음악교육music educationteacher professionalismteacher collaboration예비음악교사music teacher education음악교사교육교사협동preservice music teacher

초록

본 논문의 목적은 국외 논문을 중심으로 예비교사와 현장교사 간 협동을 활용한 논문을 분 석하고 이를 통해 음악교육에서 활용할 수 있는 시사점이 무엇인지 살펴보고자 한다. 이를 위해 2003년부터 2023년 사이에 발행된 논문 17개를 선정하여 내러티뷰 리뷰 방법으로 내용 을 분석하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 예비교사와 현장교사 간 협동을 위한 모델로 코티칭, 교사교육기관-현장학교 파트너쉽, 리서치 프로젝트, 학습 공동체, 온라인 을 활용한 협동이 사용되었는데 각 모델은 개별적 특성을 가지고 있었다. 둘째, 협동 구조의 내용을 살펴보면 예비교사와 현장교사의 협동이 가장 많이 활용된 과목은 수학 및 과학이었 고, 초등학교에서 가장 많이 적용되었으며, 예비교사와 현장교사 간의 협동은 짧게는 몇 주에 서 길게는 2년까지 활용되었다. 셋째, 예비교사와 현장교사 간 협동은 예비교사뿐만 아니라 현장교사에게도 많은 영향을 미쳤다. 넷째, 예비교사와 현장교사 간 협동과정과 효과성을 촉 진시키는 요인은 오랜 시간 동안 진행되는 끊임없는 대화, 예비교사와 현장교사의 서로 다른 전문성, 연구하고 관찰해야 할 목표 및 대상 설정의 3가지가 있었고, 방해 요인은 현장교사의 교사 간 협동의 중요성 인식 부족, 교사교육의 편견의 2가지 요인으로 제시되었다. 다섯째, 본 연구에서 분석한 논문의 결과를 바탕으로 음악교육에 적용할 수 있는 시사점은 교사교육 기관에서 배운 새로운 이론을 교육현장에 적용하는 과정을 통한 예비음악교사와 현장음악교 사의 상호전문성 활용, 현장실습과 연계된 교육실습의 활용으로 예비음악교사와 현장음악교 사들이 서로 소통하고 의견을 조율하며 협동할 수 있는 기회 제공, 예비음악교사와 현장음악 교사의 협동을 통한 현장음악교사의 전문성 신장의 기회 제공, 예비음악교사와 현장음악교사 간 협동을 위한 다양한 연구의 필요성이 제시되었다.

Abstract

The purpose of this study was to analyze research trends focusing on the collaboration between pre- and in-service teachers and to identify insights applicable to music education. To achieve this, 17 research studies published between 2003 and 2023 were selected, and their content was examined using the narrative review method. The main findings of this research were as follows. Firstly, various models were utilized for collaboration between pre- and in-service teachers, including co-teaching, university-school partnership, research projects, learning communities, and cyber collaboration. Secondly, when examining the content of collaborative structures, it was found that collaboration between pre- and in-service teachers was most commonly utilized in subjects such as mathematics and science, predominantly at the elementary school level. The duration of collaboration ranged from a few weeks to as long as two years. Thirdly, the collaborative process between pre- and in-service teachers had a significant impact not only on pre-service teachers but also on in-service teachers. Fourthly, factors facilitating the effectiveness of collaborative processes included continuous and prolonged dialogues, different expertise of pre- and in-service teachers, and the establishment of goals and targets for research and observation. Hindering factors included a lack of awareness among in-service teachers regarding the importance of collaborative teaching and biases in teacher education. Fifthly, based on the results analyzed in this study, implications for music education were identified. These include leveraging mutual expertise between pre- and in-service music teachers through the application of new theories learned in teacher education institutions, utilizing teaching internships linked to practical experiences, fostering the professional growth of in-service music teachers through collaboration with pre-service music teachers, and more research focusing on the collaboration between pre- and in-service music teachers.

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