지속적 수업개선을 위한 자기수업컨설팅 모형 탐색
Exploring a Self-Consultation Model of Instruction for Continuous Instructional Improvement
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연구목적: 본 연구는 교사들의 지속적인 수업개선을 도와주기 위하여 지금까지 활용되었던 접근들의 문제점을 분석하고 이들 문제점을 해결할 수 있는 대안적 접근으로 자기수업컨설팅 모형을 탐색하였다. 자기수업컨설팅은 자기성찰, 성찰적 교수, 성찰적 실천과 같은 성찰전략들과 수업컨설팅 전략의 단점들은 극복하고 장점들은 극대화하는 새로운 통합적 모형이라고 할 수 있다. 연구방법: 본 연구는 자기수업컨설팅 모형으로 되돌아보기, 들여다보기, 새롭게 경험하기 등의 세 가지 활동을 모형으로 제시하고 있다. 되돌아보기는 대표적인 행동-후-성찰 활동으로 수업의 네 가지 구성요소인 교사, 학생, 학습내용, 학습 환경에 대한 깊이 있는 성찰활동이 이루어진다. 들여다보기는 행동-중-성찰 활동이지만 행동-후-성찰활동이 될 수 있다. 들여다보기는 실제 수업을 하는 과정에서 앞에서 이야기한 수업의 네 가지 구성요소들 간의 역동적인 상호작용 과정을 경험하면서 성찰이 이루어지고 문제의 원인과 해결 방안에 대한 성찰이 이루어진다. 연구결과: 해결방안이 선정되면 새롭게 경험하기 활동을 통해 실제 수업의 개선이 이루어지고 이 과정에서 문제해결이 이루어지는지 성찰이 이루어진다. 결론: 자기수업컨설팅은 순환적이며 지속적인 활동을 요구하며 이를 통해 교사들의 성찰적 실천가로서의 역량이 향상되고 궁극적으로는 학생들의 학습을 개선하는 효과를 낳게 될 것이다.
Abstract
Purpose: The study explored a self-consultation model of instruction as an alternative way to solve the problems of existing approaches to help teachers’ continuous instructional improvement. The self-consultation model of instruction is an integrated model to maximize strengths of self-reflection theories and instructional theories and minimize their weaknesses. Method: The study suggested three activities: zoom out, zoom in, and action. The zoom in activity as reflection-on-action includes reflection on four elements of instruction: teachers, students, learning contents, and learning environment. The zoom out activity as reflection-in-action and reflection-on-action include reflection on dynamic interactions among those four elements and reflection on causes and solutions of instructional task. Results: The action activity as reflection-in-action include appling solutions to actual classroom and reflection on the effects of the solutions. The self-consultation model of instruction requires continuous and iterative reflection. Conclusion: The self-consultation model of instruction would be able to improve teachers’ ability of reflective practitioner and ultimately contribute to improvement of students achievement.
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