대학에서 실용음악음향 페다고지 수업의 팀 기반 동료교수법 적용 연구

이에스더 한국음악교육공학회 2024 음악교육공학 Vol.- No.59

본 연구는 국내 4년제 K대학교 ‘실용음악음향 페다고지’ 수업에서 팀 기반 동료교수법의 적용 사례 제시를 목적으로 한다. 이를 위해 2023년 1학기 A학과에 개설된 본 강의 수강생 17명을 대상으로 16주간 동료교수법을 적용하여 팀 활동을 진행하였다. 연구자는 실용음악음향 페다고지 수업에서 동료교수법이 유의미하게 진행 및 적용될 수 있도록 도입, 전개, 마무리의 3단계와 5개의 하위 Step으로 팀 기반 동료교수-학습모형을 개발하였다. 또한 각 단계별로 수업계획 및 탐색, 페다고지 팀 활동, 미니동료교수 활동 및 확장동료교수 활동을 통한 팀 중심의 자기주도적이고 능동적인 교수-학습이 이루어질 수 있도록 주차별 수업계획안을 개발하였다. 수업 과정에서 적용된 동료교수 활동에 대해서는 교수자 평가 및 동료피드백과 동료성찰평가가 이루어졌으며, 각 팀당 3명으로 구성된 총 9명을 대상으로 심층인터뷰를 실시하였다. 그 결과, 팀 기반 동료교수법 적용을 통해 학생들의 자기주도적 학습, 학업 태도 및 성취도 및 동료교수-학습자의 상호작용이 향상된 것을 알 수 있었다. 본 연구는 관련 학과 전공교과에서 팀 기반 동료교수법 시도를 위한 기초 자료가 될 것이다. The purpose of this study is to present an application case of the team-based peer teaching method in the four-year 'Practical Music Sound Pedagogy' class at K University in Korea. To this end, 17 students of this lecture opened in Department A in the first semester of 2023 were applied to team activities for 16 weeks by applying the peer teaching method. The researcher developed a team-based peer teaching-learning model with three steps and five lower steps of introduction, development, and conclusion so that the peer teaching method can be meaningfully performed and applied in the practical music pedagogical class. In addition, a weekly class plan was developed to enable team-centered self-directed and active teaching-learning through instructional planning and exploration, pedagogical team activities, mini-peer teaching activities, and extended peer teaching activities. In-depth interviews were conducted with a total of 9 students, consisting of 3 people per team, for peer teaching activities applied in the course of class. As a result, it was found that students' self-directed learning, academic attitude and achievement, and peer professor-learner interaction improved through the application of the team-based peer teaching method. This study will serve as basic data for attempting team-based peer teaching methods in related department major subjects.

또래교수 관련 논문 분석을 통한 통합교육 현장에서의 또래교수의 효과적 활용방안 탐색

이은주 ( Lee Eun Ju ) 한국특수아동학회 2003 특수아동교육연구 Vol.5 No.2

마이크로티칭이 영어 수업수행능력에 미치는 영향에 대한 중등영어 예비교사의 인식 및 수업활동 분석

최재호 팬코리아영어교육학회 2019 영어교육연구 Vol.31 No.2

Micro-teaching, a simplified version of classroom teaching, is an effective instructional method in teacher education, which focuses on specific teaching skills integrating theories and practices of teaching. This study examines the effects of micro-teaching on teaching competence by sub-categories of the competence, and analyzes the practices of feedback and pre-service teachers’ perception of usability of two types of feedback: teacher feedback and peer feedback. In total, forty one pre-service teachers participated in a survey study from English education department at a university in Seoul. The survey consists of 21 questions about their perceptions of the effects of micro-teaching, the usability of learning activities, and their practices of feedback activities. The results revealed that pre-service teachers mostly agreed the positive effects of microteaching to enhance English teaching competence. However, there were significant differences in perceived effects between sub-categories of teaching competence. In addition, the pre-service teachers perceived the usability of learning activities in micro-teaching differently across the activities. In terms of prediction of feedback activities, the level of perceived usability of feedback is the most influencing factor. Implications of the findings and suggestions for further studies are presented.

언어 네트워크 분석을 통한 학습자의상호동료 교수법 수업의 인식 분석

김준호,김누리,최현준 국제인문사회연구학회 2024 Studies on Humanities and Social Sciences (SHSC) Vol.6 No.1

언어 네트워크 분석을 통한 학습자의상호동료 교수법 수업의 인식 분석 김 준 호ㆍ김 누 리ㆍ최 현 준 연구 목적: 이 연구 목적은 언어 네트워크 분석을 통해 상호동료 교수법 수업을 경험한 학생들이 이를 어떻게 인식하고 있는지를 살펴봄으로써 학습자 중심의 수업이 어떻게 설계되어야 하는지 교육적 함의를 찾아보고자 함에 있다. 연구 방법: 공학계열 교과목을 대상으로 상호동료 교수법을 적용하였고, 참여한 27명 중 성적 상위, 하위집단으로 각각 5명씩 무선 선발하여 초점집단인터뷰를 실시하였다. 연구 내용: 첫째, 상호동료 교수법을 활용한 수업을 경험한 학생들이 이 수업에 대해 어떻게 인식하고 있는지 분석한 결과 핵심 키워드로 ‘문제, 해결, 교수’의 순으로 나타났고 둘째, 성적 상위집단, 하위집단이 유사한 단어 빈도를 보였지만 의미망 분석에서는 하위집단의 구조가 더 복잡한 양상을 나타냈다. 결론 및 제언: 상호동료 교수법은 학생들에게 긍정적인 영향을 미치는 것을 확인할 수 있었고 이 수업이 학습자들에게 적극적이고 능동적인 학습활동을 할 수 있었던 기회로 인식되었다. 따라서 보다 많은 수업들에서 이와 같은 학습자 중심 수업들이 적용되어야 할 것이다. 핵심어: 상호동료 교수법, 대학 수업, 언어 네트워크 분석, 학습자 인식 Teaching Class Through Text Network Analysis Junho Kim,* Nooree Kim,** & Hyunjun Choi*** Abstract: The purpose of this research is to explore the perceptions of students who have experienced peer-assisted teaching in language networks, aiming to uncover the educational implications of learner-centered teaching design. Peer-assisted teaching was implemented in engineering courses, and 27 participants were selected. Among them, 5 high-performing and 5 low-performing students were chosen for wireless focus group interviews. The main research findings are as follows. Firstly, an analysis of students who experienced peer-assisted teaching revealed key keywords in the order of ‘problem, solution, teaching.’ Secondly, both the high-performing and low-performing groups showed similar word frequencies, but semantic network analysis indicated a more complex structure in the low-performing group. It was confirmed that peer-assisted teaching had a positive impact on students, providing them with opportunities for active and engaged learning. Therefore, learner-centered teaching methods like this should be applied in more classrooms to foster positive and proactive learning experiences for students. Key Words: Peer-assisted Teaching, University Classes, Language Network Analysis, Learner Perception □ 접수일: 2024년 1월 30일, 수정일: 2024년 2월 17일, 게재확정일: 2024년 2월 28일* 주저자, 목포해양대학교 해양메카트로닉스학부 부교수(First Author, Professor, Mokpo National Maritime Univ., Email: junho.kim@mmu.ac.kr)** 공동저자, 목포해양대학교, 해양메카트로닉스학부 교수(Co-author, Professor, Mokpo National Maritime Univ.)*** 교신저자, 목포해양대학교, 해양메카트로닉스학부 교수(Corresponding Author, Professor, Mokpo National Maritime Univ., Email: hjchoi@mmu.ac.kr)

수해양계 예비교사의 수업전문성 향상을 위한 동료컨설팅 수업모형 적용

강버들(Beodeul KANG) 한국수산해양교육학회 2018 水産海洋敎育硏究 Vol.30 No.5

The purpose of this study was to apply a teaching model trough peer consulting to pre-service fisheries and marine teachers to enhance instructional professionalism. These results have significance to provide baseline data for pre-serve teacher education. The results were as follows: First, The teaching model trough peer consulting for pre-service fisheries and marine teachers was modified and supplemented based on the teaching model developed at the first year to improve teaching demonstration competence and their pre-perceptions on teaching in order to enhance instructional professionalism. The final designed model consisted of the introductory phase and the practical. The introductory phase, which was prepared for enhancing instructional professionalism and peer consulting, was comprised of NCS curriculum, teaching and learning strategies, questioning techniques, theory and practice on teaching and learning guidance plan, teaching demonstration, and theory and practice on peer consulting. The practical phase was composed of preparing for teaching, doing and watching teaching, and reflecting teaching. Second, The model was applied to lessons during 13 weeks and analysed. After Pre-service teachers did 5 times teaching demonstration and pear consulting, they showed positive satisfaction for the model in order to enhance instructional professionalism.

대학생의 동료교수(Peer Teaching) 경험인식 탐색

이강호,백준형,김하영 대한체육학회 2023 대한스포츠융합학회지 (jcses) Vol.21 No.3

The purpose of this study was to provide basic data for university education teaching and learning by exploring university students' perceptions of their peer teaching. For the purpose of this study, five college students were recruited for the in-depth interveiw. Inductive analysis was conducted, and the results of the inductive analysis were as follows: First, peer teaching classes required prior learning such as media and mock classes to deliver in order to convey accurate information and perform the role of teacher. Second, the professor in charge must continuously guide and observe students in order to cope with unexpected situations while performing their role as a fellow teacher. Third, peer teaching had positive effects on improved rapport with friends, understanding of academics, and academic attitude. Fourth, peer teaching allowed students to remember what they learned longer than didactice teaching style. Therefore, there is a need for continuous development and practical application of learner-led teaching methods as well as Peer Teaching classes in which students directly participate and lead rather than traditional lecture-type classes.

보육교사의 교사-유아 상호작용이 유아 또래놀이 상호작용에 미치는 영향에서 교수창의성의 매개효과

백영숙,강병재 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.23

The purpose of this study was to examine the mediating effect of teaching creativity in the effect of teacher-young child interaction of childcare teachers on the interaction of young children's peer play. The study was conducted with 292 childcare teachers and 1168 5-year-old young child in charge of daycare centers in Gyeonggi-do, Gwangju, and Jeollanam-do. The study schedule was 3 weeks for the preliminary survey, and 4 months for this survey, including the suspension of participation and the period of additional acquisition due to the COVID-19 situation. The results of this study are as follows. First, it was confirmed that there was a significant correlation among the variables of teacher-young child interaction, teaching creativity, and young child peer play interaction of childcare teachers. Second, it was confirmed that the teacher-child interaction of the childcare teacher had a significant effect on the young child peer play interaction, and the teaching creativity was added to the teacher-young child interaction of the childcare teacher, and thus a more meaningful effect on the young child peer play interaction It was confirmed that it is a parameter affecting These results suggest that the teacher-child interaction of a childcare teacher is an important variable that explains the young child peer play interaction of infants, but the influence of the teacher-young child interaction on the child’s peer-to-young child interaction when teaching creativity is added to the teacher-young child interaction is better explained. It can be said that it is a variable. Therefore, in order to enhance the peer play interaction of young children, it is implied that teacher education that can improve the quality of teacher-young child interaction as well as the teacher's teaching creativity is necessary. 본 연구는 보육교사의 교사-유아 상호작용이 유아 또래놀이 상호작용에 미치는 영향에서 교수창의성의 매개효과를 살펴보고자 경기도, 광주광역시, 전라남도 지역에서 어린이집 만 5세 담당 보육교사 292명과 만 5세 유아 1168명을 대상으로 연구를 수행하였다. 연구일정은 예비조사 3주, 본 조사는 코비드 19 상황으로 인한 참여 중단과 추가확보 기간을 포함하여 4개월이 소요되었다. 본 연구의 결과는 다음과 같다. 첫째, 보육교사의 교사-유아 상호작용, 교수창의성, 유아 또래놀이 상호작용 변인 간에 유의미한 상관을 나타내는 것을 확인되었다. 둘째, 보육교사의 교사-유아 상호작용은 유아 또래놀이 상호작용에 유의미하게 영향을 미치는 것으로 확인되었으며, 보육교사의 교사-유아 상호작용에 교수창의성이 더하여져 유아 또래놀이 상호작용에 보다 의미있는 영향을 미치는 매개변인임이 확인되었다. 이와 같은 결과는 보육교사의 교사-유아 상호작용이 유아의 또래놀이 상호작용을 설명하는 중요한 변인이지만, 교사-유아 상호작용에 교수창의성이 더해질 때 유아의 또래유아 상호작용에 미치는 영향을 더욱 잘 설명하는 변인이라고 할 수 있다. 따라서 유아의 또래놀이 상호작용을 높이기 위해서는 교사-유아 상호작용의 질 향상 뿐 아니라 교사의 교수창의성을 높일 수 있는 교사교육이 필요함을 시사한다.

학습자 상호동료교수 활동을 활용한 한국어 어휘 및 문법 교육 연구

장미정(Jang, Mijung) 고려대학교 한국학연구소 2020 한국학연구 Vol.72 No.-

이 연구의 목적은 외국인 학부생을 대상으로 한 한국어 어휘 및 문법 교육에서 학습자 간 상호동료교수 활동이 어떠한 영향을 주는지를 살펴보는 데에 있다. 학습자 간 상호동료교수 활동은 교육 내용에 대해 상대적으로 이해가 높은 참여자가 동료교수자로서 다른 동료학습자에게 교육 항목을 가르치는 것이다. 이 연구에서 참여자들은 2명씩 한 조를 이루어, 해당 조가 선정한 한국어 어휘나 문법 항목을 전체 학습자를 대상으로 상호동료교수 활동을 하였다. 그리고 참여자들은 한국어 어휘나 문법에 대해 강의자의 강의도 수강하였다. 상호동료교수 활동 후, 교수 항목에 대해 성취도 평가를 시행한 결과, 참여자들은 강의자가 강의한 문항보다 상호동료교수 활동을 한 문항에 대해 더 높은 점수를 획득했으며 그 차이가 통계적으로 유의미하게 나타났다. 이러한 결과를 통해, 이 연구에서는 한국어 어휘 및 문법 학습에서 학습자 간 상호동료교수의 교육적 효과를 확인하였으며, 실제 교육 현장에서 상호동료교수 활동을 활용할 시 고려해야 할 사항을 제안하였다. The purpose of this study was to examine how reciprocal peer teaching activities between learners in Korean vocabulary and grammar education for foreign undergraduates are affected. Reciprocal peer teaching activity between learners involves participants who have a relatively high understanding of the content of education teaching other students. In this study, the participants worked in a group of two to teach Korean vocabulary or grammar to the other students. Furthermore, the participants received lectures from a lecturer on Korean vocabulary or grammar. Upon conclusion of the reciprocal peer teaching activities, an achievement test was conducted on the subjects taught. The results of the achievement test show the participants scored higher on the content of the reciprocal peer teaching activities than those taught by the lecturer, and the difference was statistically significant. Based on these results, this study indicates reciprocal peer teaching is effective in teaching Korean vocabulary and grammar. In addition, the study proposes items and ideas to be taken into consideration when utilizing reciprocal peer teaching activities in the classroom.

An investigation of preservice elementary teachers' concerns on teaching music using Fuller and Bown's teacher concerns model

최미영 한국음악교육학회 2016 음악교육연구 Vol.45 No.2

The purpose of this study was to examine the concerns of preservice elementary teachers on teaching music using the Fuller and Bown’s teacher concerns model. Participants were 15 senior undergraduates who specialized in music education at a national university of education in Korea. Data sources included teaching DVDs, accompanying lesson plans, self-evaluations of teaching, and unstructured interviews. For the interview, a video-assisted, stimulated recall method was used after peer teaching and field teaching episodes. Self-evaluations and the verbatim transcripts of the interviews were coded according to Fuller and Bown’s concerns categories (self-survival, task, and student-impact). The results of the analysis indicated that task concerns were the most frequently reported, followed by self concerns and student-impact concerns. Task concerns and student-impact concerns increased from peer teaching to field teaching, whereas self concerns decreased from peer teaching to field teaching.

비장애 또래교육을 연계한 협력적 보드게임놀이가 발달지체유아의 친사회적 행동에 미치는 영향

양정민(Jeang-Min Yang),김향지(Hyang-Ji Kim) 한국발달장애학회 2021 발달장애연구 Vol.25 No.1

본 연구의 목적은 비장애 또래교육을 연계한 협력적 보드게임이 발달지체유아의 친사회적 행동에 미치는 영향을 알아보는 것이다. 연구문제는 중재를 통해 발달지체유아의 친사회적 행동 중 도움주기, 접근 시도하기, 주도적 배려 행동에 어떠한 영향을 미치는지, 그 결과가 유지되는지를 알아보았다. 연구대상은 P시 소재 장애아전문 어린이집에 재원 중인 발달지체유아 1명이며 행동간 중다 간헐 기초선 설계를 사용하였다. 보드게임놀이 상황에서 비장애 또래가 놀이참여자이자 또래도우미로 사전에 의미교육과 도우미교육 2가지의 또래교육을 받았으며 11가지의 보드게임을 활용하였다. 의미교육은 중재 2일 전 도우미의 역할과 참여보상 방법에 대한 안내이며, 도우미교육은 중재가 실시되는 당일 보드게임놀이 30분 전 발달지체유아의 목표행동을 유도할 수 있는 의사소통 및 상호작용 방법에 대한 내용으로 그림카드를 통해 간단한 역할시연 교육이다. 연구의 결과 첫째, 중재 이후 친사회적 행동 중 도움주기, 접근 시도하기, 주도적 배려 행동 발생률이 증가하였고, 둘째, 중재가 종료된 이후에도 증가 된 친사회적 행동이 유지되었다. The purpose of this study is to find how cooperative board game associated with nondisabled peer teaching affects prosocial behavior of Infant with developmental delays. More specifically, it tries to analyze how cooperative board game in association with nondisabled peer teaching influences helping, approach trial, and initiative consideration among prosocial behavior factors of Infant with developmental delays, and to look into whether their influenced behavior remains unchanged. The subject of this study is one Infant with developmental delays going to the M child care center specializing in disabilities in P city. Multiple baseline across behaviors was applied in the steps of baseline, intervention and follow-up. In order for a nondisabled peer to paly a role as a game participant and peer helper in board game, peer teaching is conducted in two types: Meaning teaching and helper teaching. And, 11 kinds of board game were used. Meaning teaching done two days before intervention is the guidance of the reward for peer helper’s role and board game participation, and helper teaching done 30 minutes before board game on the day of intervention is the simple role demonstration using picture cards which shows how to communicate and interact in order to induce the target behavior of the Infant with developmental delays. The results of this study are presented as follows: Firstly, after intervention, the occurrence rates of helping, approach trial, and initiative consideration among prosocial behavior factors increased. Secondly, after the end of intervention, the increased prosocial behavior remained unchanged.