교사의 수업계획 과정에 관한 사례연구
A Case Study on Instructional Planning Process of Teachers
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초록
본 연구는 교사들이 실제로 수업을 어떻게 계획하는 지를 '체제접근의 원리'와 비교해가며 확인하는 것이 주된 목적이다. 부가적으로 교사들의 교육경력이나 수업에 관한 관심도에 따라 이러한 수업계획 과정이나 방식에 어떤 차이점이 드러나는 지도 함께 살펴보았다. 이를 위해, 초등학교 및 중학교 교사 6명을 대상으로 Fuller와 Borich(2007)의 수업에 관한 <교사 관심도 체크리스트>와 Reiser와 Dick(1996)의 체제접근 원리를 토대로 본 연구에서 개발한 <수업계획 과정>도구를 활용하여, 수업계획 과정과 그 구체적인 방법에 관하여 설문과 심층면담을 실시하였다. 그 결과를 '수업계획 과정, 수업목표, 수업활동, 수업평가, 수업수정 및 보충지도' 5가지 측면에서 교사들의 구체적인 수업계획 과정 및 수업 관심단계별 차이점들과 함께 정리하고 논의하였다. 이러한 결과들을 토대로 수업계획과 관련된 교사교육의 대략적 방향성도 제시하였다.
Abstract
The primary purpose of the study was to examine the extents to which systems approaches were integrated into the instructional planning practice of six teachers, and compare those practices with stages of concern. Questionnaires and interviews, which were developed by key principles underlying the systematic planning of Reser & Dick(1996) model, were used to obtain a picture of the planning practices of teachers. The findings of this study were as follows; Teacher's cumulative career was not related stages of concern which was based on the "Teacher Concerns Checklist" by Fuller and Borich(2007). According to the concern of a teaching not career, instructional planning process and technique of teachers were different. The two teachers of impact stage, concerned of students fulfills or potentials of learning, were planning the instruction more systematic than the two teachers of task and self stage. Finally, based on the result, alternatives of teacher education on instructional design were discussed.
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