과학 교수활동에 대한 우선순위와 동기적 근접발달영역에 비추어 본 초임 과학 교사와 경력 교사와의 상호작용에 대한 사례 연구

Abstract

This case study investigated how a novice science teacher developed professional teaching practices through interactions with an experienced teacher who taught the same subject, especially in relation to motivational ZPD and priorities about science teaching. Researchers induced the novice teacher's current practices, motivational ZPD and examples of interaction from data. Data resources were classroom observations supplied by the novice teacher, follow-up interviews inquiring about teaching practices, which focused on intentions and priorities about science teaching and other materials utilized in lessons. "Framework for Practices and Purposes", developed by MSU, was modified and adapted to Korean classroom context and used for data analysis. Results indicated that both novice and experienced teachers sought reform in science teaching as opportunity for students' scientific inquiry. However, the experienced teacher provided advices to the beginning teacher on how to manage lower achievement students consistent with their inquiry learning style. This seemed to be a result of differing priorities on teaching strategy and insufficient understanding of the novice teacher's intention, which led to a barrier for the novice teacher to develop teaching practices to the level of her motivational ZPD. On the other hand, the experienced teacher was perceptive to the novice teacher's ideas on student interest and motivation and willingly collaborated with her. There was consistency in priority and intention regarding student interest and motivation. This consistency enabled the two teachers to interact cooperatively therein fulfilling the novice teacher's motivational ZPD. In conclusion, this study suggested for the novice teacher that cooperative interaction may provide scaffolding for professional development when the experienced teacher understands the novice teacher's motivational ZPD and has similar priorities.