중등 예비교사의 교직과목 집단상담 참여 경험에 대한 질적 연구
A Qualitative Study on Secondary School Student Teacher’s Group Counseling Participation Experience in Teaching Profession Course
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The purpose of this study was to explore secondary school student teacher’s group counseling experience. For this, 12 student teachers studying secondary education and had group counseling experience participated in this study, and they were examined their experiences in each stage of group counseling and application method by using focus group interview. Results showed that 4 domains and 10 categories as for secondary school student teachers’ group counseling experiences were drawn. The results of this study are summarized as follows. First, as a result of examining the experiences of the start stage of group counseling, student teachers experienced expectations for communication and fear of group counseling. Second, as a result of examining the experiences of the intermediate stage of group counseling, student teachers experienced listening to others and empathy, self-understanding, learning counseling skills, and finding strength of others. Third, as a result of examining the experiences of the finishing stage of group counseling, student teachers experienced increasing in recognition and acceptance of oneself, and identification of possibility for change. Fourth, as a result of examining application method of the experiences after group counseling, student teachers experienced practice of behavior change and thinking about application method of group counseling as a teacher. The result of this study is meaningful in that it provides basic information on guidance and strengthening counseling capacity for student teachers.
Abstract
The purpose of this study was to explore secondary school student teacher’s group counseling experience. For this, 12 student teachers studying secondary education and had group counseling experience participated in this study, and they were examined their experiences in each stage of group counseling and application method by using focus group interview. Results showed that 4 domains and 10 categories as for secondary school student teachers’ group counseling experiences were drawn. The results of this study are summarized as follows. First, as a result of examining the experiences of the start stage of group counseling, student teachers experienced expectations for communication and fear of group counseling. Second, as a result of examining the experiences of the intermediate stage of group counseling, student teachers experienced listening to others and empathy, self-understanding, learning counseling skills, and finding strength of others. Third, as a result of examining the experiences of the finishing stage of group counseling, student teachers experienced increasing in recognition and acceptance of oneself, and identification of possibility for change. Fourth, as a result of examining application method of the experiences after group counseling, student teachers experienced practice of behavior change and thinking about application method of group counseling as a teacher. The result of this study is meaningful in that it provides basic information on guidance and strengthening counseling capacity for student teachers.
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