중등 예비교사의 학교현장실습에 대한 인식 : 단계별 실습 프로그램, 핵심 활동, 지원 체계와 전공별 차이
Secondary School Pre-Service Teachers’ Perceptions of Teaching Practicum: Focusing on Program Phases, Core Activities, Support Structures, and Variations across Majors
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초록
본 연구는 중등 예비교사의 학교현장실습 경험을 단계별 실습 프로그램, 핵심 활동, 실습학교 지원 체계라는 체계적틀로 종합적으로 분석하고, 전공별 차이를 탐색하여 실습 제도의 질적 개선 방안을 제시하는 것을 목적으로 한다. 이를 위해 수도권 소재 A대학의 중등 예비교사 68명(기독교교육 25명, 영어교육 16명, 역사교육 27명)을 대상으로4주간의 학교현장실습 완료 후 설문조사를 실시하였으며, 전공별 차이의 심층적 이해를 위해 각 전공별 1명씩 면담을병행하였다. 연구 결과, 첫째, 예비교사들은 사전 안내 및 실습 과정 운영에 대해 긍정적으로 인식한 반면, 사후평가 활동은 미흡하다고 인식하였다. 둘째, 수업 참관·교과지도·생활지도는 비교적 충실히 이루어졌으나, 교직실무(특히NEIS 활용, 학교폭력 대응)는 매우 부족하였다. 셋째, 중등학교에서의 기본적 지원은 긍정적이었으나 초기 오리엔테이션과 평가 체계는 미흡하였다. 넷째, 전공별로 일부 인식 차이가 나타났으나 통계적으로 유의미하지는 않았다. 본 연구를통해, 사전-실습-사후 단계 간 연계 부족, 교직실무 실습의 구조적 한계, 전공별 맞춤형 지원의 필요성을 확인할 수있었다.
Abstract
The purpose of this study was to explore secondary school pre-service teachers' perceptions of teaching practicums by analyzing their experiences through a systematic framework consisting of program phases, core activities, and school support structures, while also examining variations across majors to provide foundational data for improving practicum systems. To achieve this purpose, a survey was conducted with 68 secondary school pre-service teachers (25 in Christian Education, 16 in English Education, and 27 in History Education) at University A in the metropolitan area after completing a four-week teaching practicum. In-depth interviews were conducted with one participant from each major to gain a deeper understanding of the differences across majors. The main findings of this study are as follows. First, pre-service teachers perceived pre-practicum guidance and practicum process management as positive, whereas post-practicum evaluation activities were perceived as insufficient. Second, lesson observation, subject teaching, and student guidance were implemented relatively well , whereas administrative tasks and school duties (particularly NEIS system usage and school violence response training) were severely lacking. Third, while basic support from practicum schools was viewed positively, the initial orientation and evaluation systems were perceived as inadequate. Fourth, some differences in perception were found across majors, although these differences were not statistically significant. Overall, the study identified a lack of connection between the pre-, during-, and post-practicum stages, structural limitations in administrative task training, and the need for major-specific support.