반성적 사고 중심 예비교사 교육 프로그램 개발을 위한 기초연구
A Study on the Development of Educational Program for Pre-service Teachers based on Reflective Thinking
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본 연구는 최근 교사 전문성 개발의 주요 키워드인 '반성적 사고‘에 기초하여 예비교사 교육 프로그램을 개발하기 위한 기초연구이다. 이를 위해 반성적 사고의 지향방향, 반성의 맥락, 반성의 절차 및 절차에 따른 구체적인 방법을 탐색하고 이를 토대로 프로그램의 전체 구조를 제안하였다. 연구 결과, 반성적 사고 향상의 지향 방향은 비판적 반성 수준에 이른 교사의 전문적 정체성 이 바람직하다는 토대 위에, 반성의 맥락은 가능한 한 실제적 환경이 주어져야 하며, 아울러 교사교육자는 예비교사 집단을 대상으로 촉진자의 역할을 수행해야 함을 제안하였다. 반성의 절차로는 Korthagen이 제시한 핵심적 본질 추구를 위한 5단계 반성의 절차를 활용하는 것이 바람직하고 이에 따라 교사교육자가 학생들에게 제시할 수 있는 질문과 교수 방법을 제안하였고, 프로그램의 전체 구조는 진단평가, 선행학습, 실제경험 및 유사실제경험, 종합평가에 이르는 6단계를 제시하였다.
Abstract
'Reflective thinking' is currently a key concept in teacher education. This paper explores the purpose, instructional context, teaching procedure, and specific teaching methods of an education program to enhance student teachers' reflectivity during field experience course. The purpose of the program is identified as the improvement of student teachers' professional identity. The reflection procedure can be described in terms of a cyclical model(ALACT model). A more fundamental form of reflection is discussed in this article. It is the core reflection model(a new ALACT model). This model can be effectively used for supporting student teachers' reflective thinking during practical situations they are confronted with. Therefore, teacher educators should provide student teachers real instructional contexts(real school environment). And teacher educators should give student teachers appropriate questions to make them reflect their own self-identity according the cyclic model. In addition, 6 teaching steps are recommended. Those are diagnostic evaluation, field experience, field experience and quasi-field experience, quasi-field experience, summative evaluation. These teaching steps can be used for 14-week field experience course.
참고문헌 (30)
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