소외계층 영재학생 대상 맞춤형 멘토링 프로그램에 대한 교사와 학생의 인식 비교
Teacher and Student Perceptions on Mentoring Programs for Underprivileged Gifted Students
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본 연구는 소외계층 학생들에게 효과적인 멘토링 프로그램을 제공하기 위해 현재 진행하고 있는 맞춤형 멘토링프로그램에 대한 학생과 교사간의 중요도와 실제 수행도간의 인식차이 및 교육요구도 수준을 분석하였다. 소외계층프로그램에 4년간 참여한 초4학년에서 고3까지의 총 352명의 학생과, 초등 및 중등 교사 315명이 연구에 참여하였다. 학생과 교사간의 중요도와 실제 수행도 간의 인식차이는 독립표본 t-검정을 통해 분석하였고, 인식차이가 큰 4개의맞춤형 멘토링 프로그램에 대해서는 성별, 학교급, 참여기간에 따른 인식차이를 세부적으로 살펴보았다. 교육요구도수준은 Borich 기법과 The Locus for Focus Model을 활용하였다. 연구결과, 학생들은 현장 진로체험, 전문가 멘토링, 학습멘토링, 학업상담을 중요하게 여기고 있었고, 교사들은 정서상담, 학습멘토링, 문화체험을 중요하게 인식하고있었다. 세부 변인에 따른 분석 결과 학생은 변인에 영향을 받지 않았으며, 교사는 변인에 따라 프로그램의 인식수준 차이가 있었다. 또한, 교육요구도 수준 분석을 통해 개선이 시급한 프로그램으로 학생들은 학교 방문, 진로체험, 학습멘토링, 전문가 멘토링, 학업상담, 문화체험을, 교사는 문화체험, 학업상담, 진로체험, 학습멘토링, 정서 상담을들고 있어 두 집단간 인식 차이가 있음을 시사하였다. 결과를 바탕으로 보다 나은 맞춤형 멘토링이 되도록 개선방안및 후속연구가 제안되었다.
Abstract
This study analyzed teachers’ and students’ level of educational needs and their perceived differences in the importance and actual performance of an individualized mentoring program being conducted to support underprivileged gifted students. Participants included 352 students from grades 4 through 12 who participated in an underprivileged gifted student program over four years and 315 elementary and secondary school teachers. Results indicated that students prioritized field career experiences, meeting with experts, learning mentoring, and academic counseling, whereas teachers perceived emotional counseling, learning mentoring, and cultural experiences as important. The findings reveal a gap between the groups, with students identifying school visits, career experiences, learning mentoring, meeting with experts, academic counseling, and cultural experiences as areas requiring urgent improvement, and teachers emphasizing cultural experiences, academic counseling, career experiences, learning mentoring, and emotional counseling. Based on these findings, recommendations for enhancing tailored mentoring programs and directions for future research were proposed.
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