예비특수교사의 반성적 사고 증진을 위한 저널쓰기 활용 방안

강영심,박창언 한국학습장애학회 2010 학습장애연구 Vol.7 No.3

As society is changing rapidly, school in the process of educational reform necessarily demands the reflective thinking of teachers for performing teaching activities as a expert. The purpose of this study is to review the important role and meaning of reflective thinking in teacher education and to examine the use of journal writing for improving special education preteachers' reflective thinking. The conduct of this study comes from a literature review the personal education and resend arch experience of using journal writing for special education preteacher’reflective thinking. Journal has various types and formats such as literature logs, reflective journal, and dialogue journals. Procedures how to apply a journal writing in special teacher education were reviewed in this paper. The development of personal meanings attached to journals should be encouraged. Once a learning community is created, journal writers should be prepared possess the attitudes of openmindedness, responsibility, and wholeheartedness. In the writing phase, a systematic guideline for writing journals can be provided. The process and the content of journal writing were explained in detail. Journal writing helps special education preteachers to develop reflective thinking and shared meanings, construct personalized theory, and promote critical thinking. Journal writing is certainly a time consuming activity. Even though journal writing is not free from its limitation, it is a very useful learning and teaching tool in special teacher education. It is especially a economic tool for assisting preteachers in becoming better thinker and reflective practitioner. 본 연구는 교사 양성 대학의 교육과정 속에서 예비특수교사의 반성적 사고를 증진시켜 주기 위한 교사 교육 전략을 모색하고자 시도되었다. 구체적으로 사범대학 특수교육과에 재학 중인 예비특수교사를 대상으로 수업을 하거나 연구를 수행한 실제적인 경험을 토대로 반성적인 사고가와 실천가로서의 유능한 특수교사를 양성하는데 유용한 저널쓰기 방안을 제시하고 있다. 이를 위하여 먼저 교사교육에 있어서 반성적 사고가 중요한 이유와 저널쓰기가 반성적 사고에 미치는 효과성과 유용성에 대하여 살펴보았다. 그리고 저널쓰기를 활용할 때 고려해야 할 사항과 유의점을 중심으로 다음의 7가지 사항을 제안하고 있다 : 1) 개방적이고 수용적인 학습공동체를 만들어야 한다. 2) 저널쓰기에 대한 내적인 동기를 유발시킨다. 3) 저널쓰기에 대한 기본적인 지침을 제공한다. 4) 저널에 대한 적절한 피드백이 주어져야 한다. 5) 저널쓰기를 위한 다양한 교육경험을 개발하여 제공해야 한다. 6) 저널쓰기 활동 과정이나 결과를 성적 평가의 일부로 활용한다. 7) 저널의 내용을 공유하는 학습문화를 조성한다. 이러한 연구결과는 장애인 등에 대한 특수교육법이 새롭게 제정되면서 교육 전반에 걸쳐 큰 변화가 예고되는 현실에서 능동적으로 대처할 수 있는 특수교사를 양성하는데 기여할 것으로 기대된다.

'성찰저널(Reflective Journal)'이 지닌 교육적 의미에 대한 탐구 : 대학에서의 수업사례

강인애,정은실 한국교육방법학회 2009 교육방법연구 Vol.21 No.2

This study aimed to examine the educational implications of reflective journal in two aspects: 1) After categorizing the contents or themes included in the reflective journals, to analyze how the students' concerns shift over the whole semester; 2) to verify the 3rd and 4th stage of Kolb's learning cycle through the content analysis of the reflective journals. For this purpose, this study conducted a PBL class in an University, in which the participant students had submitted their reflective journals 10 times after each class over the semester. And their reflective journals were analyzed according to a content analysis method as one of qualitative research methods. As the results of this study, the content categories of reflective journal were classified into four areas(i.e., reflection on learning environments, their identity as learners, what and how they've learned, and how to practice on their real life) and also have shifted their focus over the semester, while both the stages of ‘generalization’ and ‘implication’ in the Kolb's learning cycles were clearly detected from the reflective journals of the students. The study, therefore, reconfirmed the educational importance and value of reflective journal as a learning activity and evaluation tool which provide meaningful experiences of being ‘reflective practitioners’ for the students.

예비특수교사의 반성적 사고 증진을 위한 저널쓰기 활용 방안

강영심(Kang, Young Sim) 한국특수교육학회 2010 한국특수교육학회 학술대회 Vol.2010 No.-

본 연구는 교사 양성 대학의 교육과정 속에서 예비특수교사의 반성적 사고를 증진시켜주기 위한 교사 교육 전략을 모색하고자 시도되었다. 사범대학 특수교육과에 재학 중인 예비특수교사를 대상으로 수업을 하거나 연구를 수행한 실제적인 경험을 토대로 반성적인 사고가와 실천가로서 능력 있는 특수교사를 양성하기 위한 저널쓰기 방안을 제시하고 있다. 이를 위하여 먼저 교사교육에 있어서 반성적 사고가 중요한 이유와 저널쓰기가 반성적 사고에 미치는 효과성과 유용성에 대하여 살펴볼 것이다. 그리고 저널쓰기를 활용할 때 고려해야 할 사항과 유의점을 중심으로 구체적인 방법을 제안하였다. 이러한 연구결과는 교사를 대상으로 하는 직전교육, 현장 교육, 재교육에 시사 하는 바가 클 것이다. 특히 특수교육진흥법이 장애인 등에 대한 특수교육법으로 새롭게 제정되면서 교육 전반에 걸쳐 큰 변화가 일어나고 있는 현실에서 창의적이고 적극적으로 특수교사의 역할을 수행할 수 있는 인재를 양성하는데 기여할 것으로 기대된다. The purpose of this study is to review the important role and meaning of reflective thinking in teacher education and to examine the use of journal writing for improving special education preteachers' reflective thinking. Journal writing is a technique that has been used extensively in university contexts as a means of facilitating reflection, deepening personal understanding and stimulating critical thinking. That's why teaching is a learned profession, and reflection plays a crucial role during a teacher's learning process. The conduct of this study comes from a literatures review and the personal experience as a teacher educator and researcher of using journal writing for special education preteachers. Journal has various types and formats such as literature logs, reflective journal, and dialogue journals. Guidelines how to apply a journal writing in special teacher education were suggested in this paper. The first and foremost thing is to make a supportive learning community which encourages special education preteachers to develop personal meanings attached to journals and to feel free to express in writing their understanding and response to an event, experience or concept. In addition to this explanation of the process and the content of journal writing, provision of a systematic guideline for writing journals and a variety of practical experience, elicitation of intrinsic motivation to write a journal, integrating method of the product of journal and grading system are suggested in detail. In conclusion journal writing helps special education preteachers to develop reflective thinking and shared meanings, construct personalized theory, and promote critical thinking. Even though journal writing is certainly a time consuming activity and not free from its limitation, it is a very useful and economic tool for assisting preteachers in becoming better thinker and reflective practitioner.

위키 기반 협력적 성찰일기를 통해 본 예비교사들의 성찰적 사고 탐구

한승록(Han Seung Lock),원지영(Won Jee young) 학습자중심교과교육학회 2011 학습자중심교과교육연구 Vol.11 No.3

본 연구는 위키 기반 협력학습 환경에서 예비교사들이 학습내용에 대하여 협력적 으로 성찰일기를 작성하는 과제를 수행할 때, 그들이 생성하는 성찰적 사고 (reflective thinking) 유형의 특성을 분석하고, 성찰적 사고 유형과 학업성취도 간 상 관관계를 알아보는 데 목적이 있다. 또한 개방형 설문지를 사용하여 협력적 성찰일 기 작성에 대한 예비교사들의 인식을 알아보고자 하였다. 이를 위하여 25명의 예비 교사들이 15주 동안 총 8회 모둠별로 작성한 40편의 성찰일기, 학업성취도 평가지, 및 설문지를 분석하였으며, 연구결과는 다음과 같다. 첫째, Valli(1997)의 성찰 유형 모델을 수정·보완한 분석 틀을 이용하여 예비교사들이 생성한 성찰적 사고 메시지를 방법적 성찰, 숙고적 성찰, 개인적 성찰로 분류하고, 각 유형별 메시지 빈도수를 조 사하였더니, 방법적 성찰 (74%), 숙고적 성찰 (22%), 개인적 성찰 (4%)의 순으로 메 시지가 생성되었음을 확인하였다. 둘째, 방법적 성찰 메시지 빈도수와 학업성취도 수준 간에는 정적 상관이 있었으며 (r=.438, p<.05), 이는 성찰 일기 작성이 학습 내 용을 더욱 깊이 이해하기 위한 학습 전략이 될 수 있음을 시사한다. 셋째, 대부분의 예비교사들은 협력적 성찰일기 작성 과제가 자신의 학습을 점검하고 다양한 관점으 로 교육현상을 인식하는데 도움이 되었다고 보고하였다. The purpose of this study is to examine what types of reflective thinking are utilized when pre-service teachers write reflective journals collaboratively using Wiki. For this study, twenty-five pre-service teachers participated in the fifteen-week-long teacher education course. Through the course, they produced eight reflective journals collaboratively per group. In order to analyze the types of reflective thinking, the authors modified Valli (1997) s typology of reflection and used the modified framework to categorize the types of reflection, which pre-service teachers produced in their collaborative reflective journals. And to examine the relationship between the quantity of each type of reflection and the levels of academic performance, Pearson s product moment corelation coefficient was calculated using SPSS12. Also, the open-ended questionnaire was conducted to figure out how pre-service teachers think on writing reflective journals collaboratively. The results of this study are followings: First, pre-service teachers produced reflective thinking messages as follow : reflection on methods (74%), deliberative reflection (22%), and personalistic reflection (4%). Second, there was a corelation between the quantity of reflection on methods and the level of academic performance (r=.438, p<.05). Third, through the open-ended questionnaire results, pre-service teachers showed that they favored the use of collaborative reflective journals because it helped them to facilitate their learning processes, to think on teaching based on their knowledge, and to analyze educational phenomena through wider perspectives.

교육실습 맥락에서 예비유아교사의 반성적 탐구 저널쓰기 경험의 의미 탐색

김은희 한국영유아교원교육학회 2015 유아교육학논집 Vol.19 No.2

This study seeks to explore pre-service teacher's experiences of writing reflective inquiry journals in the context of their teaching practice. 30 pre-service teachers participated in 4-week teaching practice and submitted one journal per week. The four different reflective inquiry journals they submitted were public moral inquiry, multi-perspective inquiry, deliberative inquiry, and critical inquiry journal. While writing their journals, students reflected on their ongoing teaching practice. Once the students had completed the teaching practice, they wrote an autobiographical inquiry journal. The data sources used for this analysis were the reflective inquiry journals, in-depth interviews of both large group and focus group, and feedback emails. The findings revealed that first, the journal writing introduce the pre-service teachers‘ teaching practice by vent their positive and negative emotions, communication and relationship, direct and solve the problems. Second, the journal writing lead to understand the importances of the teaching practice by judge themselves, recognized limit of technical methods, their application of appropriate theories Third, writing the reflective inquire journals allowed students to reflect on their identity as early childhood teachers, their educational value, and their teaching and learning methods, and learning their personal practical knowledges. Furthermore, it reminds them to maintain a critical reflection regarding their views on modern educational hypotheses, curriculum, the image of child, and the role of teacher throughout the educational process at macro level. Based on this study regarding practical meaning of writing reflective inquiry journals, I suggest the use of reflective inquiry writing as acomponent of teaching practice of pre-service early childhood teachers in the context of teaching practice, online interchangeability considering efficiency, and feedbacks for having emotional solidarity. 본 연구는 유치원교육실습 맥락에서의 반성적 탐구저널쓰기 경험이 예비유아교사에게 미치는 의미를 탐색하고자 하였다. 연구 참여자는 유아교육과 3학년 재학생중 30명의 예비유아교사들로서 교육실습이 있는 학기의 수업에서 4주의 실습 중 공적 도덕적, 다원적, 신중한, 비판적 탐구저널쓰기를 주 1회 4차례, 실습 후 자서전 저널쓰기 1차례를 진행하였다. 실습 중 저널은 매주 이메일로 제출하고, 개인별 2차례 피드백 하였으며, 실습 후, 공유 및 저널쓰기, 3차례 학급별 집단면담, 3차례 핵심집단 면담을 실시하였다. 연구결과, 첫째, 실습맥락의 반성적 탐구저널쓰기는 정서 분출, 소통하고 관계 맺기, 방향을 잡고 문제를 해결하게 함으로써 실습을 안내하였다. 둘째, 실습맥락의 반성적 탐구저널쓰기는 예비교사로 하여금 교사로서 자신 평가, 기술적 방식의 한계 알기, 이론의 의미를 깨달아 적용하는 기회로써 실습의 중요성을 알게 하였다. 셋째, 반성적 탐구저널쓰기를 통한 실습은 교육에 대한 가치, 교수접근, 교실문제, 자신의 정체성에 대한 개인적실천적지식을 학습하는 과정이 되었다, 나아가, 현재의 교육적 가정, 교육과정, 유아 이미지, 교사 역할, 그 외 유아교육 전반에 대한 비판적 인식을 불러오게 하였다. 본 연구 결과를 토대로 유아교사양성 대학의 교사교육과 교육실습을 위한 프락시스를 제안하였다.

수업 반성 저널을 통해 살펴 본 초등 교사의 과학 수업 반성의 특징

양기창 ( Ki Chang Yang ),윤혜경 ( Hye Gyoung Yoon ) 한국초등과학교육학회 2012 초등과학교육 Vol.31 No.3

For decades, reflection has been recognised as a meaningful tool to bring forth teachers`` ownership as well as knowledge and action empowerment in teacher education. Yet there have been few studies on elementary teachers`` reflection on their science teaching in Korea. In this study, 71 reflective journals of 24 elementary teachers on their science teaching were analyzed. The characteristics of reflective journals were analyzed in terms of ``productive reflection``, a concept suggested by Davis (2006). Unproductive reflection is mainly descriptive without analysis, whereas productive reflection can promote teachers`` learning by integrating four aspects of teaching (learner/learning, subject matter knowledge, instruction and assessment). The result showed what elementary teachers consider and emphasize and how they integrate their ideas. Most of reflective journals included aspects of ``instruction``, ``learner/learning``, and ``subject matter knowledge``. However ``instruction`` was emphasized most frequently (69.0%) than ``subject matter knowledge`` (33.8%) and ``learner/learning`` (26.8%), ``Assessment`` was hardly included nor emphasized, More than half of the journals (56.3%) showed no integrations, which were unproductive reflection. A third of the journals (32.4%) integrated only two aspects among four. Average score of integrations was 1.6 on a scale of 4 points. The integrations were not affected by the length of reflective journals and the teaching experience. These findings suggest that productive reflection would not increase naturally with teaching experience and there needs more tactful guidance to develop elementary teachers` productive reflection on their science teaching.

Exploring Students’ Reflective Journals Using Thematic and Sentiment Analysis

김미숙(Misook Kim) 한국교원대학교 뇌기반교육연구소 2021 Brain, Digital, & Learning Vol.11 No.4

Journal writing can help learners to formulate new opinions and perspectives and give them a venue to explore, think, and practice skills learned in class. Against this background, the present study examined themes and sentiments in students’ reflective journals. For this aim, thirty-two students who enrolled in an audio-visual translation class were required to keep a weekly reflective journal for 10 weeks. After completing the 10-week journal writing, they were asked to write one reaction entry on reflective journal writing including their thoughts about the class. Students’ final reaction journal entries were analyzed qualitatively using NVIVO 12 and a sentiment analysis approach. Results showed that the most iterative themes emerged from the journals were group presentation, reaction to class, reflective journal writing, learning how to condense texts, and in-class discussion, followed by aftermath of class, difficulties in translation and translation process, showing both positive and negative responses respectively. In addition, the result of sentiment analysis revealed that students tended to hold a positive attitude towards the class. Upon closer examination of student emotions in the reflective journals and class, emotions such as happiness, sadness and fear were more prominent than those of anger, disgust and surprise. These findings provide a meaningful foundation for evaluation and revision of a course syllabus.

Reflective Practice in Pre-service Teacher Education through Journal Writing in a Writing Course

김미경 팬코리아영어교육학회 2018 영어교육연구 Vol.30 No.3

Studies in pre-service teacher education use journal writing to promote reflective practice. However, most focus on reflection in classroom teaching rather than in other course subjects. Thisstudy investigates pre-service teachers’ reflective journal writing in an English writing course:content and quality of reflection, and perceived journal writing experiences. The study employeda framework with applicable focusing areas of reflection: public theory, private theory, feelings,action plans, and student-teacher communication. All except public theory (non-reflection) arereflective focusing areas. For quality of reflection, the study used a framework with a simplifiedholistic view of reflection, by seeking three reflective indicators: practicing additionalperspectives on learning; applying their beliefs while evaluating learning; and identifying keyelements of learning within broad context. Lastly, the study explored perceived benefits andchallenges of reflective journal writing. The data were collected from nineteen participants viaentries, interviews and questionnaires. First, most journal segments showed the students primarilyexplored reflective focusing areas. Second, the entries indicated the students developed theirreflexivity of learning by adding additional perspectives on their learning, applying their previousexperiences and values to their learned knowledge, and examining their learning socially andculturally. Lastly, despite some initial confusions journal writing was favorably received.

Prospective English Teachers" Reflection on Their Microteaching

Jiwon Paek 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.3

  This present study examined how and what undergraduate students reflected on their microteaching. Seven undergraduate students voluntarily participated in the study. The data was collected through microteaching reflective journals and stimulated-recall interviews while reviewing microteaching videotapes. Findings indicated the participants generated three times more reflective comments in the stimulated-recall interviews than in the reflective journals. The participants showed high level of reflection--comments with an explanation and alternative in more than 50 % of reflective comments in both journals and interviews. However, 70 % and 80 % of reflective comments in interviews and journals respectively were revealed as regret comments about their teaching performance. The reflection on areas indicated that comments were widely distributed over 15 categories in the stimulated-recall interview data. 40 % of reflective comments in the interviews were about teacher-students interaction, giving instruction and lesson contents whereas 30 % of reflective comments in the journals addressed class activities, giving instruction, and planning intention. In reflection on areas in the journals, the participants addressed more emotional sides than specific areas to improve their future teaching. I made several suggestions for training prospective teachers so that reflective practice can be fostered throughout long-term teaching profession.

Prospective English Teachers' Reflection on Their Microteaching

백지원 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.3

This present study examined how and what undergraduate students reflected on their microteaching. Seven undergraduate students voluntarily participated in the study. The data was collected through microteaching reflective journals and stimulated-recall interviews while reviewing microteaching videotapes. Findings indicated the participants generated three times more reflective comments in the stimulated-recall interviews than in the reflective journals. The participants showed high level of reflection—comments with an explanation and alternative in more than 50 % of reflective comments in both journals and interviews. However, 70 % and 80 % of reflective comments in interviews and journals respectively were revealed as regret comments about their teaching performance. The reflection on areas indicated that comments were widely distributed over 15 categories in the stimulated-recall interview data. 40 % of reflective comments in the interviews were about teacher-students interaction, giving instruction and lesson contents whereas 30 % of reflective comments in the journals addressed class activities, giving instruction, and planning intention. In reflection on areas in the journals, the participants addressed more emotional sides than specific areas to improve their future teaching. I made several suggestions for training prospective teachers so that reflective practice can be fostered throughout long-term teaching profession.