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예비교사의 ‘미술 멘토링’ 경험에 관한 질적 연구: 멘토의 인식을 중심으로

A Study on Preservice Art Teachers’ Art Mentoring Experiences Focusing on Mentors' Perceptions: A Qualitative Approach

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Recently, mentoring programs have been flourishing in various fields such as industry management, social welfare, and education in Korea. Mentoring refers to what an experienced and trusted adviser advises or trains a younger colleague. Mentoring also has been actively used in teacher education system. Howerever,there has been no study on the connection of art mentoring to Korean teacher education. This study has examined art mentoring experiences of perservice art teachers focusing on mentors' perceptions. The purpose of the study is to find implications for future teacher education program by connecting preservice art teachers' educational service activities and art mentoring program. We interviewed seven preservice art teachers who are enrolled in a graduate program in art education, and participated in art mentoring program in an elementray school in Seoul. Using a qualitative research method such as open coding, we obtained the following results: Firstly, the preservice art teachers who participated in educational service acitivities as art mentor perceived that there has been differerence between art mentoring and art classes in terms of mentor-mentee relationship; Secondly, the preservice art teachers perceived that art mentoring enhance perservice art teachers’teaching aptitude and abilities including empathy and patience towards students,acceptance of student-centered art education. Thirdly, the preservice art teachers perceived that art mentoring can increase art mentors' self-effecacy and art mentees' self-esteem. The results has implication for integrating art mentoring into teacher education program for preservice art teachers.

Abstract

Recently, mentoring programs have been flourishing in various fields such as industry management, social welfare, and education in Korea. Mentoring refers to what an experienced and trusted adviser advises or trains a younger colleague. Mentoring also has been actively used in teacher education system. Howerever,there has been no study on the connection of art mentoring to Korean teacher education. This study has examined art mentoring experiences of perservice art teachers focusing on mentors' perceptions. The purpose of the study is to find implications for future teacher education program by connecting preservice art teachers' educational service activities and art mentoring program. We interviewed seven preservice art teachers who are enrolled in a graduate program in art education, and participated in art mentoring program in an elementray school in Seoul. Using a qualitative research method such as open coding, we obtained the following results: Firstly, the preservice art teachers who participated in educational service acitivities as art mentor perceived that there has been differerence between art mentoring and art classes in terms of mentor-mentee relationship; Secondly, the preservice art teachers perceived that art mentoring enhance perservice art teachers’teaching aptitude and abilities including empathy and patience towards students,acceptance of student-centered art education. Thirdly, the preservice art teachers perceived that art mentoring can increase art mentors' self-effecacy and art mentees' self-esteem. The results has implication for integrating art mentoring into teacher education program for preservice art teachers.

참고문헌 (37)

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