초등학교 예비교사의 수학적 신념 변화에 관한 사례연구
A Case Study on the Changes in Mathematical Beliefs of the Elementary Pre-service Teachers
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초록
본 연구는 초등학교 예비교사의 수학적 신념의 변화에 어떤 경험들이 영향을 미칠 수 있는지 살펴보았다. 3년간 수학적 신념에 있어 긍정적 변화를 보인 2명의 예비교사와 부정적 변화를 보인 1명의 예비교사 그리고 변화 없는 1명의 예비교사를 대상으로 심층면담을 통해 그 사례를 분석하였다. 그 결과 대학 이전의 다양한 학교 경험을 통해 수학적 신념이 형성되고, 대학의 교육과정이나 현장 실습 등의 교사교육 그리고 사회 활동이나 교과 외 프로그램을 통해 긍정적으로 변화할수 있음을 확인하였다. 또한 수학적 신념이 부정적으로 변화한 경우에도 대학의 교육과정과 현장 실습이 영향을 미칠 수 있음을 알 수 있었다. 한편, 변화하지 않은 경우는 대학 이전의 학교 교육과정에서 교사와의 관계를 통해 긍정적으로 형성된수학적 신념은 대학에서도 교육과정과 현장 실습에서 긍정적인 효과를 가져와 그대로 유지된 사례이다. 이와 같은 연구 결과를 토대로 다음과 같은 시사점을 제안한다. 첫째, 교원양성대학의 역량 중심 교육이 필요하다. 둘째, 현장 교육 실습의 비중을 높일 필요가 있다. 셋째, 교원양성대학의 교육과정과 현장 교육 프로그램 간의 연계성 강화가 필요하다.
Abstract
This study analyzed the experiences that could affect changes in mathematical beliefs of pre-service elementary school teachers. The researchers examined four cases through in-depth interviews with two pre-service teachers who showed positive changes, one pre-service teacher who showed negative changes, and one pre-service teacher who showed no change in mathematical beliefs. The results indicated mathematical beliefs were formed through various school experiences before university and it was confirmed teacher education and social activities or off-curricular programs could have impact to induce positive change in the beliefs. Also, it was found that the university's curriculum and field education practice could also have an effect on negative change in mathematical belief. Looking into the cases where the beliefs did not change, positive mathematical beliefs had been formed through relationships with teachers in pre-university curriculum and these beliefs had a positive effect on university curriculum performance and field practice while mathematical beliefs remained unchanged. Based on these research results, the following implications are drawn. First, it is necessary a competency-oriented education of the University of Education. Second, it is necessary to increase the proportion of field education practice. Third, it is necessary to strengthen the connection between the university's curriculum and field training programs.
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