예비과학교사가 학교현장실습에서 겪는 감정과 수업 실행의 변화: 티칭 포트폴리오를 통한 반성과 고등학생의 영향

Abstract

The purpose of this study is to analyze the changes in pre-service science teachers’ emotions and instructional practices during a teaching practicum, focusing on reflection through teaching portfolios to enhance their instructional professionalism. To achieve this, the pre-service teachers developed teaching portfolios that reflected on their emotions and instructional implementation. Changes in instructional practices were examined through surveys on pre-service teachers’ emotions, analyses of their reflective writings, and surveys on high school students’ emotions and positive experiences about science. The results are as follows. First, the experience of writing teaching portfolios on emotions and instructional practices during the teaching practicum enhanced positive emotions and alleviated negative emotions among pre-service science teachers. Second, reflecting on emotions and instructional practices through teaching portfolios promoted self-reflection, leading to instructional changes and facilitating the transition toward student-centered instruction. Third, the lessons reconstructed through emotional reflection positively influenced high school students’ emotions and positive experiences about science. This study suggests that the experience of developing teaching portfolios can foster self-efficacy and resilience among pre-service science teachers, thereby promoting the mutual growth of both the teachers and their students.