코로나 19 상황에서 교사의 교육실습 지도 경험 연구

Abstract

The purpose of this study was to learn about the practical preparation, execution, and reflection experiences of elementary school teachers who supervised teaching practicum during the COVID-19 pandemic, as well as the implications for future teaching practice. To that purpose, eight teachers from a university-affiliated elementary school in a metropolitan metropolis were questioned in depth for two years, from 2020 to 2021, as part of the teaching practicum guidance. As a result of the analysis, supervising teachers who took part in primary school A's teaching practice for the first time discussed the training technique with the teacher training institution while preparing the teaching practice in a COVID-19, and tailored the teaching practice to the school context. During the implementation of the teaching practicum, supervising teachers critically thought on the previous period's teaching practicum experience and experienced it as an individual agency that creates its own teaching practicum. Teachers were also interested in the teaching practicum system itself and pondered ideas to improve it when reflecting on their teaching practice experience. The mentor teachers' experience that they prepared, implemented, and reflected teaching practicum during COVID-19 can be understood as an emergent process of teacher agency while overcoming new challenges. Several implications for the operation of the teaching practicum system may be obtained from an examination of the experiences of supervising teachers who directed the teaching practicum during COVID-19. First and foremost, policy support is required to carry out activities linked to teaching practicum in unit schools. Second, infrastructure must be established to overcome the constraints of online instruction. Third, in online teaching practicum, efforts for connection creation and cooperation are also required. Fourth, efforts must be made to fully use the benefits of the online teaching practicum platform.