예비교사들의 협력적 수업연구에 대한 실행연구
An Action Research on Preservice Teachers' Collaborative Inquiry
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참고문헌
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초록
이 연구는 본 연구자가 협력적 수업연구모형을 적용하여 예비교사들을 한 학기 동안 가르치면서 그 과정과 결과를 탐구한 실행연구로 예비교사들의 협력적 전문성 개발을 보다 효과적으로 지원하는 데 목적을 두고 있다. 협력적 수업연구모형은 협력적 탐구의 개념, 수업연구모형, 마이크로티칭모형 등을 토대로 몇 년에 걸친 현장실험을 통해 개발되었으며, 공동계획, 수업 및 관찰, 평가와 피드백, 자기반성, 수정 및 재수업의 순환적 과정을 특징으로 한다. 이 협력적 수업연구모형을 예비교사들을 대상으로 한 학기 동안 실행한 결과 수업전문성 향상에 도움이 되는 것으로 나타났다. 연구결과를 토대로 예비교사들의 협력적 전문성 개발을 보다 효과적으로 지원하기 위한 개선방안을 논의하였다.
Abstract
The present study is an action research on preservice teachers' collaborative inquiry. As a teacher educator, I found the individualistic and competitive approach to preservice teacher education problematic. A great number of studies have shown that teacher collaboration has a positive impact on professional development and leads to improvement in teachers' knowledge and practice. To facilitate collaborative professional development among preservice teachers, I conducted this action research. I developed a collaborative inquiry model for preservice teachers based on the concepts of 'knowledge-of-practice', lesson study, and microteaching and implemented it for one semester in a preservice teacher education program. The collaborative inquiry model consists of a cyclic process of collective planning, teaching and observation, evaluation and feedback, self-reflection, revision and re-teach. The results of this study showed that the collaborative inquiry model was of help to improve preservice teachers' professional knowledge and practice. Based on the results, how to effectively foster preservice teachers' collaborative professional development was discussed.
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