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중등예비교사의 자기인식과 인식론적 신념 간의 관련

The relationship between pre-service teachers’self-construal and epistemological belief

신나민|노양진
한국교원교육학회 (The Korean Society For The Study Of Teacher Education)|2014.03|한국교원교육연구 (The Journal of Korean Teacher Education)|제31권 제1호|pp. 1-24|DOI 10.24211/tjkte.2014.31.1.1

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키워드

교사교육pre-service teacher자기인식Teacher education중등예비교사인식론적 신념epistemological beliefcultural self-construal
주제분류교육학

초록

본 연구는 중등예비교사들의 자기인식이 지식과 학습에 대한 믿음, 즉 인식론적 신념과 어떤 관련이 있는지를 실증적으로 탐색하였다. 이를 위해 서울 소재 3개교, 지방 소재 1개교 종합대학의 사범대학에 재학 중인 446명으로부터 설문을 실시하여 자료를 수집하였다. 자료는 위계적 선형 분석을 통해 성, 학년, 전공 영역으로 구성된 모델과 자기인식의 4개 하위 요인(그룹충성, 상호의존성, 타인과의 차별성, 낮은 맥락성)이 투입된 모델로 비교, 분석되었다. 분석 결과는 배경변인보다 자기인식이 중등예비교사들의 인식론적 신념의 4개 하위 요인(선천적 학습능력, 학습노력, 지식의 확실성, 지식의 권위성)을 설명하는 데 더 효과적인 변인임을 보여주었다. 연구대상자들은 대체로 개인주의 성향이 높을수록 선천적 학습능력, 지식의 권위성, 지식의 확실성에 대한 신념이 높았고, 집단주의 성향이 높을수록 학습노력에 열려 있는 것으로 나타났다. 논의에서는 이러한 연구결과가 향후 중등예비교사들이 수행하게 될 학생 지도 및 교육활동에 미칠 수 있는 함의가 제시된다.

Abstract

This study investigated the relationship between epistemological belief and self-construal with the sample of Korean pre-service teachers. Data were collected from a total of 446 students currently enrolled in the College of Education in 3 universities in Seoul and 1 university in Chungnam. A series of hierachical regression analysis were carried out to investigate the variables that may affect four sub-factors of Epistemolgoical Belief (Innate/fixed ability, Learning process, Certain knowledge, Expert knowledge). The results of the data analyses showed that (1) the self-construal construct was more powerful than background variables in predicting the pre-service teachers' epistemological belief; (2) female or older students tended to believe more of the innate /fixed ability of learning than did male or younger students; (3) students studying ‘hard’ sciences were more likely to believe expert knowledge than those from the field of ‘soft’ sciences; (4) students who are more inclined to individualism tended to believe innate/fixed ability, expert knowledge, and certain knowledge; (5) and students whose self-construal are close to a collective culture tended to believe the possibility of learning effort or process than those who are close to individualism. These results are discussed in light of teacher education program that can provide pre-service teachers with balanced and sophisticated epistemological belief needed for teaching students in future.

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