사회과 교사의 수업 전문성 제고를 위한 멘토링 체제 개발

Abstract

The objective of this study was to develop a well‐structured mentoring system in consideration of the procedure and elements of mentoring (aspect of procedure), the roles and qualities of mentors and mentees (aspect of agents), and mentoring process evaluation and feedback (aspect of evaluation). The contents of this study are summarized as follows. First, before developing a mentoring system, we discussed the necessity and meaning of class mentoring focused on the relation between teaching professionalism and pedagogical content knowledge(PCK) and the relation between mentoring and reflective practice. That is, it is necessary to design a professionalism development program focused on PCK, the key of curriculum teaching professionalism, and such a program is meaningful in that mentoring can stimulate the formation and development of PCK through reflective practice. Second, we developed a class mentoring system for enhancing teaching professionalism. For this, first we suggested the theoretical principles of class mentoring based on the experiential learning theory. That is, based on the experiential learning theory emphasizing the cyclic learning process of ‘experience → reflect on experiences → draw conclusions and find alternatives → plan the next stage,’ we designed a cyclic class mentoring process of ‘execute a class → reflect on the class → derive implications and theories for improving the class → plan an improved class.’ Then, in the aspect of mentoring agents, we suggested mentors’ qualities (teaching ability, mentoring abilities such as class analysis ability, interaction ability, alternative suggestion ability, etc.) and mentees’ qualities (attitude of receiving mentoring opinions, will and attitude of practice for improvement, etc.), and in the aspect of mentoring evaluation, we suggested evaluation of mentoring process and feedback by external specialists and teachers participating in mentoring. Next, based on political implications of the class mentoring system developed in this study, policies were suggested in connection to teacher ability development and evaluation as follows. First, in connection to teacher ability development and evaluation to be enforced from 2010, we suggest the introduction of the one‐to‐one customized class mentoring system proposed in this study as an alternative for advanced training of low‐score areas in the results of assessment by the government. Second, in case the mentoring system proposed in this study is operated in connection to the above‐mentioned teacher ability development and evaluation, it is appropriate for demonstrative operation of ‘education first evaluation second,’ so we suggest the use of the program as an education program in preparation for evaluation. Lastly, a number of suggestions were made as follows with regard to the limitations of the developed class mentoring system, tasks for the settlement of the class mentoring system, and tasks for the activation of class mentoring. First, this study developed a class mentoring system as a preliminary model applicable to social studies, and the model needs to be refined through further research into a social studies class mentoring program with ‘curricular validity’ and ‘field relevance.’ Second, for the successful settlement of the mentoring system proposed in this study, self‐reflective and open teacher culture should be settled. Third, because the key factor determining the success of monitoring is the mentoring teacher, we need to develop mentoring teacher training programs and provide governmental supports for such programs. Fourth, for the activation of mentoring operation, various administrative and financial supports are required for mentor and mentee teachers’ mentoring activities.