교육실습의 내용과 환경 분석

이경희 ( Kyung Hui Lee ) 경희대학교 교육발전연구원(구.교육문제연구소) 2006 慶熙大學校 敎育問題硏究所 論文集 Vol.22 No.1

본 연구는 경희대학교 학부 및 교육대학원생들의 2006학년도 1학기 교생실습 상황을 고찰한 것이다. 설문조사를 통하여 교육실습의 내용과 현황을 분석하고, 그 장점과 문제점 등에 대하여 논의하였다. 구체적으로 다룬 내용은 실습학교의 환경, 담당교과목, 생활 지도와 특별활동, 학업 및 행정업무, 교육실습 전반에 대한 평가 등 5개 영역이다. 본 연구의 결과는 향후 교육실습생을 위한 사전 교육자료 및 효율적인 교육실습제도의 정착을 위한 기초 자료로 사용할 것이다. 본 연구를 위하여, 2006학년도 1학기 교육실습에 참여한 경희대학교 학부 및 교육대학원 재학생 393명(학부 179명과 대학원생 214명)을 설문연구의 표집 대상으로 설문을 실시하였다. 본 설문조사는 2006년 5월 1일부터 6월초까지 이루어졌으며, 총 552부를 배포하여 339부가 회수(61.4%) 되었다. 조사는 교육 실습이 끝난 후 교육실습 평가회 시간에 담당 교수들과의 협조를 받아 이루어졌다. 본 연구는 설문조사를 통하여 교육실습의 내용과 현황분석 하였고, 그 결과 도출된 결론을 토대로 교육실습의 내실화 방안과 효율성 증진 방향을 제시하였다. 첫째, 교육실습 대상학교의 실습학생 수 조정 필요성, 둘째, 수업진행을 위한 체계적 교육 및 연습의 필요성, 셋째, 생활지도 및 특별활동 지도를 위한 능력 배양의 필요성, 넷째, 학생들과의 관계형성 증진 방법 및 통솔력 배양 필요성, 다섯째, 교육실습의 보완 및 실습제도의 개선 필요성 등을 개선의 논점으로 제기하였다. The purpose of this study is to find out the measures for improvement of the student teachers` practicum of secondary schools. Questionnaires were used in order to achieve the goals of the study. The subjects of this project included 96 college student teachers and 124 graduate student teachers of both Suwon and Seoul campuses. A Chi test using SPSSWin 12.0 version was conducted on data collected from 220(86.6% return rate) of 330 questionnaires to clarify frequencies and differences between college and graduate school and also between Seoul and Suwon campus. Suggestions : Based on the findings of this study, following suggestions were made for improvement of the student teachers practicum: A higher number of schools accommodated 66-70 student teachers from five or seven colleges and universities. There should be a guideline for the appropriate number of student practitioners accommodated for one school in order to provide more effective and efficient atmosphere and programs. Student teachers expressed strongly the needs to learn teaching skills and acquire sufficient subject knowledge before their practicum. They also felt difficulties in creating learning atmosphere, maintaining students` interests of learning, and drawing their attentions to class discussions. Most of student teachers have experienced difficulties in extra curricular activities and counseling students. Practicum courses should help student teachers to acquire more knowledge and to develop skills prior to their practicum. Student teachers expressed strong needs to learn ways to build good rapport with their learners. Efforts should be made to establish the efficient teaching practicum program that incorporates all necessary teacher facilitated and student centered teaching skills. Secondary schools and universities should make collaborative efforts to improve the overall structure and management of the student teacher practicum. They should consider in terms of the extension of practicum period, adequate preparation before their practicum, and arrangement of more practicing schools.

Changes in Student Teachers’ Sense of Efficacy During Student Teaching Practicum

오선진,서소정 한국유아교육학회 2012 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.18 No.2

The main purpose of this study was to examine changes in student teachers’ levels of sense of efficacy before and after their student teaching practicum. Furthermore, this study examines the extent to which the variables of interest affected the student teachers’ sense of efficacy before and after teaching practicum. The subjects of this study were 127 student teachers double-majoring in elementary (K through Grade 3) and early childhood education who were enrolled in student teaching credits during Fall 2009 and Spring 2010 at a Midwestern research-extensive university in the United States. Paired t-tests indicated that the student teachers who responded to both pretest and posttest reported that their sense of efficacy increased significantly over time during a student teaching experience in overall student teachers’ efficacy scores. Along with the main results of this study, implications for research and practice were discussed.

교육실습체제 개선에 대한 이해관계자의 인식 분석

박수정,박정우 한국교육개발원 2019 한국교육 Vol.46 No.1

Purpose: Although student-teacher training practicums (the same as ‘practicum’) are recognized as an extremely important teacher training and education process, problems with practicums have been raised repeatedly, and practicum system in Korea has been maintained for a relatively long time without any change. The study started with the judgement that understanding how stakeholders, who directly experience and operate practicums, recognize the need for improvement within the practicum system can provide important suggestions for improvement of the practicum system. The purpose of this study was to analyze the perception of stakeholders on improving practicums and to understand the main characteristics that can be found through this process. Approach: In order to achieve the purpose of this research, surveys were conducted on pre-teachers, teachers and teacher educators all over the country. The survey was composed of eight important questions regarding the operation, guidance and strengthening of practicums and examined the degree of agreement. The analysis of the question was conducted by position (pre-teachers, teachers, teacher educators) and school (elementary, secondary, and children). The free-writing responses to improvements in practicums were also analyzed and used for discussion. Finding: This study shows the following results: First, improvements in practicums were generally positive, with a high level of recognition given by positions of teachers, teacher educators, and pre-teachers, and by grades of elementary school, secondary school, and children. Second, while stakeholders have expressed similar perceptions about the distributed operation of practicums, stage-by-stage operation, common standard operation, small class guidance, school and university cooperation, and cooperation between the office of education and local university; which regards to expanding the period of practicum and introducing a probationary teachers system as an alternative to practicum, stakeholders' positions varied. Through this, we found the dilemma of strengthening practicums, new attempts and visions of practicums, and differences in practicums by teacher training institutions, and proposed suggestions to become a ‘win-win’ game. Value: This study is significant in that it can be used as a basis for the development of the practicum system and teacher education by analyzing the perception and differences between stakeholders regarding their views on how to improve the practicum system and understanding the positions of individual stakeholders.

주체가 되어가는 과정으로서 보육실습수업 사례연구

정선아(Chung, Shun Ah),이금자(Lee, Kum Ja),김나래(Kim, Na Rae),박보영(Park Bo Young),김희진(Kim, Hee Jin) 한국어린이교육문화비평학회 2017 영유아교육과정연구 Vol.7 No.1

본 연구는 성찰 요소를 강조한 보육실습수업을 통하여 실습생이 주체가 되어가는 과정을 탐구하는데 목적이 있다. 연구대상은 S대학의 2016학년도 2학기 ‘보육실습’ 수업을 수강한 학생 중 본 연구의 목적에 부합한 학생 16명이며, 2016년 3월부터 12월까지 총 10개월 동안 실습생의 러닝스토리, 성찰일 지, 보육실습일지, 인터뷰자료, 수업동영상 촬영 자료 및 전사본, SNS 대화 내용 등을 수집하였다. 수집한 자료는 실습생별로 시간의 흐름에 따라 자료를 재정리하여 분석하였다. 연구 결과 주체가 되어가는 보육실습 과정에서 나타난 실습생의 경험은 4가지 양상으로 나타났다. 첫째, 실습생은 지도교사의 말을 ‘실습생’인 자신이 해야 하는 일로 받아들이고 주어진 일을 성실히 수행하며 ‘실습생’으로 머물렀 다. 둘째, 실습생은 지도교사와 본인의 차이를 발견하고, 놀이에 대한 자신의 생각이 변화하는 것을 인식하며 주어진 ‘실습생’의 이름 자리에서 벗어났다. 이들은 교사가 되면 어떻게 할 수 있을지 고민하며 ‘교사’로서 정체성을 형성해 나갔다. 셋째, 실습생은 수업 평가의 순간 ‘교사’로서 성찰하던 것을 멈추고 지도교사의 조언을 그대로 받아들이며 다시 주어진 것을 수행하는 ‘실습생’이 되었다. 넷째, 실습 중에는 ‘실습생’으로만 머물렀으나 실습 후 실습수업을 되돌려보며 어떤 교사가 되고 싶은지 고민하게 되기도 하였다. The purpose of this study is to explore how student teachers become ‘a subject’ of their own teaching in a child care practicum course, which emphasizes one’s own reflection. This study targeted the 16 students, who took the ‘child care practicum’ course in the second semester of 2016 at S University. It was conducted for 10 months from March to December 2016. Data were collected from student teachers’ learning stories, reflective journals, child care practicum journals, interviewed materials, videos of class lessons and dialogue contents through social networks. The collected data were analysed and rearranged in a time sequence focusing that how each student teachers’ subjectivity has progressed. It was found that there were four types of student teachers’ experience in the process of becoming a subject. First, some student teachers tend to accept the instruction of the experienced teachers without challenging. By receiving all instructions from the experience teachers without any challenges, they performed their works faithfully. Hence, they appear to identify themselves as ‘student teachers’. Second, some student teachers seem not to regulate themselves as ‘student teachers’ in that they seek to discover the differences between themselves and the cooperating teacher and think about how to perform well when they become to work as ‘teachers’. Thirdly, they have a tendency to stop their own reflection as ‘teachers’ and passively accept the advices of the cooperating teachers, when the lesson evaluation was conducted after the lesson. Fourth, some student teachers who remained as “just student teachers’ became to reflect their own teachings after they exchanged their experiences with classmates. They seem to think subjectively about what the essence of teaching would be.

영어과 교육실습 지도교사의 역할에 대한 교육실습생과 지도교사의 인식에 관한 연구

이소영 중앙대학교 외국학연구소 2011 외국학연구 Vol.- No.17

This study investigates how student teachers and cooperating teachers of English perceive on the role of cooperating teachers in the student teaching practicum. 56 student teachers and 28 cooperating teachers responded to the open-ended question of the role of cooperating teachers on a questionnaire. The findings reveal that both groups of respondents regarded English teaching and understanding of secondary school students as the most important roles of cooperating teachers. However, while student teachers expected cooperating teachers to guide themselves in the areas of providing professional support to their teaching including giving feedback, modeling teaching, etc., cooperating teachers perceived giving tips on how to apply the student teachers’ knowledge to real classroom settings, and emphasizing professional development as an English teacher as their important roles. Some implications of these findings are provided along with the limitations of the study.

예비유아교사의 교육실습불안에 대한 자기효능감과 교사이미지의 영향

조성연 ( Song Yon Cho ),이정희 ( Jeong Hee Lee ) 대한가정학회 2014 Human Ecology Research(HER) Vol.52 No.1

The purpose of this study is to investigate early childhood student teachers` practicum anxiety on the basis of the teacher`s image and self-efficacy during their practicum. The participants of this study were 499 student teachers who were enrolled in the department of early childhood education in a college or a university and had completed the practicum in Daejeon metropolitan city or the Chungcheong area. The instruments for this study were the Teacher`s Image Scale, Practicum Anxiety Scale, Self-efficacy Scale, and a questionnaire for socio-demographic variables. The collected data were analyzed by using a t -test, F test, Pearson``s partial correlation, and multiple regression with SPSS software (version 20.0). The results were as follows: First, the student teachers expressed higher practicum anxiety in a provincial area than in metropolitan city, and their self-efficacy was higher in public kindergarten than in private kindergarten. Further, the highest level of the teacher`s image was obtained in the case of student teachers who enrolled in a 2- or 3-year college program and completed the practicum in the metropolitan city. Second, there was a significant negative correlation between the sum of student teachers` practicum anxiety and their professional skills of teacher``s image as well as significant correlations between the sum of student teachers` practicum anxiety and their self-efficacy, except self-control efficacy. Finally, the student teachers` practicum anxiety was found to be 17.5%-24.4% and was explained the most by the confidence of self-efficacy.

Changes in Student Teachers` Sense of Efficacy During Student Teaching Practicum

( Sun Jin Oh ),( So Jung Seo ) 한국유아교육학회 2012 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.18 No.2

The main purpose of this study was to examine changes in student teachers` levels of sense of efficacy before and after their student teaching practicum. Furthermore, this study examines the extent to which the variables of interest affected the student teachers` sense of efficacy before and after teaching practicum. The subjects of this study were 127 student teachers double-majoring in elementary (K through Grade 3) and early childhood education who were enrolled in student teaching credits during Fall 2009 and Spring 2010 at a Midwestern research-extensive university in the United States. Paired t-tests indicated that the student teachers who responded to both pretest and posttest reported that their sense of efficacy increased significantly over time during a student teaching experience in overall student teachers` efficacy scores. Along with the main results of this study, implications for research and practice were discussed.

교사이미지와 교육실습에 대한 인식이 예비유아교사의 교육실습만족도에 미치는 영향

이정희 ( Jeong Hee Lee ),조성연 ( Songyon Cho ) 대한가정학회 2012 Human Ecology Research(HER) Vol.50 No.8

This research has an objective of investigating the challenges that student teachers encounter during practicum, the difference between teachers`` image based on sociodemographic variables, recognition and satisfaction forpracticum, and the effect of teachers`` image and practicum experience on the satisfaction for the practicum. Theparticipants of this study included 500 student teachers who enrolled in the department of early childhood educationin a 2 or 3-year college or a 4-year university and completed practicum in the Chungcheong area. The instrumentsfor this study were Teacher`s Image Scale, Practicum Experience Scale, Practicum Satisfaction Scale and aquestionnaire for sociodemographic variables. The results were as follows: First, the highest level of teachers`` imagewas obtained for student teachers enrolled in a 2-year college, completed practicum in large cities and finishedpracticum at an institution with a size of 3-6 classes. Also, the highest level of ``recognition for practicum`` of studentteachers was observed when they were instructed by a guidance teacher with a degree from a graduate school andwith a first degree certification in public kindergarten. Second, the satisfaction for practicum of student teachers wasmostly affected by ``the atmosphere of the practice institutions``, while personality affected the teachers`` image.

학교현장실습과정에서 예비특수교사의 교수설계 경험과 성장에 대한 고찰

서선진,박경옥,전병운 한국특수교육학회 2014 특수교육학연구 Vol.49 No.1

The purpose of this study was to investigate special education student teachers' experiences and professional development on instructional design during their teaching practicum. Total of 10 student teachers participated in focus group interviews on their 4-week teaching experiences with students with disabilities. The results are as follows: Student teachers thought that instructions and lessons plans in school settings were not fulfilled as much as what they learned and emphasized in their preservice program. The instructional design practices of student teachers highly counted upon themselves rather than their mentor teachers. Student teachers perceived that they needed more feedback on their lesson plans and teaching practices. They learned that it was not sufficient enough to become a good special education teacher yet. However, they built a new understanding on instruction and a sense of accountability for their students with disabilities. For a better teaching practicum, student teachers suggest that it need to reach a consensus on good instruction and active preparation for and improvement in teaching practicum for preservice special education programs. The discussions and implications for teaching practicum and professional development in special education were provided. 이 연구는 학교현장실습에서 예비특수교사들이 경험한 교수설계 과정과 이에 대한 성찰적 반성을 통해 이들이 교사로서 어떠한 성장을 하였는지를 살펴보고자 하였다. 이를 위해 학교현장실습을 갓 마친 10명의 예비특수교사를 대상으로 심층면담을 실시하고 내용 분석하였다. 면담 결과, 예비특수교사들은 첫째, 학교현장실습에서의 교수설계는 학교 현장에서 이루어지는 수업에 대한 이해의 과정이었다고 하였다. 둘째, 예비교사들은 지도교사의 개별적 역량에 의존하여 교수설계 지도를 받았고, 지도교사의 지도 내용과 자신의 성찰을 바탕으로 교수설계를 터득해 나갔다. 그러나 지도교사와 예비교사 간 교수설계와 관련된 의사소통은 충분하지 않았다고 보고 하였다. 셋째, 예비교사들은 학교현장실습을 통해 반성과 배움의 과정을 거치면서 수업의 운영자로서의 역할, 수업에 대한 관점 형성, 및 학생 교육에 대한 책무성을 인식하는 등 교사로서 성장해가는 계기가 되었다고 밝혔다. 넷째, 예비교사들이 우수한 특수교사로 성장해 나가기 위해서는 학교현장실습을 하기 전 수업과 관련한 철저한 준비가 필요하고, 실습 체제 자체의 전반적인 정비가 필요하다고 하였다. 연구의 결과를 바탕으로 학교현장실습의 올바른 성격 규명과 지도 지침, 실습 지도교사의 역량 강화의 문제, 실습기관과 대학 간의 협력적 연계 등의 필요성에 대해 논의하였다.

유치원 교육 실습 내용 및 현황 연구

유연화 경복대학 2001 京福論叢 Vol.5 No.-

본 연구는 유치원에서의 교육실습 현황 및 내용을 분석하여 체계적이고 효율적인 교육실습 방안을 모색하는 기초자료를 제공하고자 하였다. K대학 유아교육과 학생 123명을 대상으로 교육실습 후 실습형태, 실습내용, 지도교사의 실습지도 현황, 실습 만족도에 대해 설문 조사하였다. 연구결과는 다음과 같다. 첫째, 실습교사는 일일평균 9.88시간(토요일 2.79시간)을 유치원에서 실습하였으며 둘째, 실습교육활동은 자유선택활동(총 199회)에 비해 집단활동(총 313회)이 많이 이루어졌다. 셋째, 실습생들은 일부 지도교사가 활동실행이나 평가를 제대로 하지 않고 방치한다고 응답하였으며, 실습에 대한 만족도는 34.1%로 나타났다. This study was conducted to analyse student teachers' practicum contents and to provide the basic data for systematical and effective teaching practicum process in kindergarten. A questionaire was administered to 123 student teachers after practicum in order to gain information about practicum contents, attitudes of supervising teachers, and practicum satisfactions. The findings of this study were as follows: First, student teachers took practicum average 9.88 hours a day (Saturday 2.79 hours) during their practicum. Second, student teachers had group activities(total 313) more than free play activities(total 199). Third, student teachers thought that some of supervising teacher can't do well activity practices and evaluation. And the practicum satisfactions of student teachers were 34.1%.