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프레이밍 탐색을 통한 초등교사의 노티싱 능력 향상을 위한 비 디오클럽 기반의 프로그램 개발 연구

Development of a video club based program to improve elementary school teachers’ noticing skills through framing exploration

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초록

교사는 학생의 수학적 사고에서 결점뿐만 아니라 강점에도 주목하고 해석하여 반응할 필요가 있고, 이는 교사의 노티싱 능력의 함양과도 연결된다. 본 연구의 목적은 강점 및 결점 기반 프레이밍의 탐색을 통하여 초등교사의 노티싱 능력을 향상시킬 수 있는 비디오클럽 프로그램을 개발하는 것이다. 이를 위해 준비, 개발, 검증 단계를 거쳐 강점 및 결점 기반 프레이밍으로 학생의 수학적 사고를 노티싱하는 일련의 과정, 즉 사전 활동, 8회에 걸친 비디오클럽, 사후 활동으로 구성된 프로그램을개발하였다. 사전 활동은 연구 참여자가 비디오 클립에서 드러난 학생의 수학적 사고를 주로 어떠한 프레이밍으로 노티싱하는지에 대한 정보를 수집하기 위해 설계되었다. 비디오클럽에서는 우선 강점 및 결점 기반 프레이밍의 개념에 대하여 학습하고 각각의 프레이밍으로 비디오 클립에 드러난 학생들의 수학적 사고를 노티싱하는 방법을 연습하게 하였다. 이어 다양한비디오 클립으로 강점 및 결점 기반 프레이밍에 대한 도식 또는 문장 틀을 활용하여 노티싱하는 방법을 경험하게 하였다. 사후 활동은 연구 참여자가 프로그램에서 학습한 내용을 전반적으로 어떻게 인식하는지 살펴보기 위한 내용으로 구성하였다. 이를 바탕으로 본 연구에서 개발한 비디오클럽 프로그램의 의의와 활용에 대한 시사점을 논의하였다

Abstract

Teachers need to attend, interpret, and respond to students’ strengths as well as deficits in mathematical thinking, and this is also connected to improving teachers’ noticing abilities. The purpose of this study was to develop a video club based program to improve elementary teachers’ noticing skills by exploring strengths- and deficits-based framing. To achieve this purpose, we developed a program that went through a series of stages of preparation, development, and validation to notice students' mathematical thinking through strengths- and deficits-based framing, including a pre-activity, eight video club sessions, and a post-activity. The pre-activity was designed to gather preliminary information about the framing that the participanting teachers primarily used to notice the students’ mathematical thinking in video clips. The video club sessions were designed to inform participants about strengths- and deficits-based framing and to practice noticing students’ mathematical thinking in video clips using each framing approach. The sessions then used a variety of video clips to experience how to notice using schemes or sentence frames for strengths- and deficits-based framing. The post-activity was designed to explore the participants’ overall perceptions of the program and what they had learned. The paper concludes by discussing on the importance of the video club program developed and its implications for practice.

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