사회과 교사의 수업반성에 대한 분석

최희정(HeeJung Choi) 한국사회과교육연구학회 2012 사회과교육 Vol.51 No.2

교사의 전문성과 관련한 최근의 화두는 수업반성(reflective teaching)이다. 본 연구는 사회과 교사의 수업반성을 실제적으로 이해하는 데 목적이 있다. 이를 위해 대구·경북 지역에서 근무하는 현직 사회과 교사 20명을 대상으로 심층면접을 실시하고 그 자료를 바탕으로 사회과 교사들이 실시하고 있는 수업반성을 분석하였다. 그 결과, 사회과 교사의 반성은‘습관적 반성’,‘ 수업 상황의 반성’,‘ 수업 기법의 능숙함을 위한 반성’,‘ 문제 인지의 반성’,‘ 교육 목적 지향의 반성’으로 나타났다.‘ 수업 상황의 반성’은‘수업 중 반성’의 양상을 보이고,‘ 습관적 반성’,‘ 수업 기법의 능숙함을 위한 반성’,‘ 문제 인지의 반성’,‘ 교육 목적 지향의 반성’은‘수업 후 반성’으로 볼 수 있다. 사회과 교사들은 대체로‘수업 중 반성’보다‘수업 후 반성’에 중점을 두고 있었다. 사회과 교사의 수업반성의 내용은 미시적 차원의 교수활동에 관한 것이 주를 이루었고, 교육 제도 및 문화, 교육 목적과 같은 거시적 차원의 반성은 그에 비해 부족하였다. 사회과 교사들의 수업반성의 수준을 분석해 보면,‘ 습관적 반성’, ‘수업 상황의 반성’, ‘수업 기법의 능숙함을 위한 반성’은 van Manen의 분류에 따르면 기술적(technical) 수준의 반성에 해당한다. 그리고‘문제 인지의 반성’,‘ 교육 목적 지향의 반성’은 실천적(practical) 수준의 반성에 해당한다. 비판적(critical) 수준의 반성은 본 연구에서 나타나지 않았다. Reflective teaching is the latest subject related to teaching professionalism. The main purpose of this study is substantial understanding into social studies teachers’ reflective teaching. For this study, in-depth interviews were performed to 20 Deagu-Gyungbuk secondary social studies teachers, on the base of the interview, reflective teaching that the teachers are actually performing was analyzed. Consequently, social studies teachers’ reflective teaching is classified as ‘habitual reflection’, ‘reflection on teaching conditions’, ‘reflection for proficiency of teaching skills’, ‘reflection on problem cognition’ and ‘reflection aiming at education purpose’. ‘Reflection on teaching conditions’ has the aspect of ‘reflection-in-class’ while ‘habitual reflection’, ‘reflection for proficiency of teaching skills’, ‘reflection on problem cognition’ and ‘reflection aiming at education purpose’ can be seen as ‘reflection-on-class’. Social studies teachers mainly put their emphasis on ‘reflection-on-class’ than ‘reflection-in-class’. The reflection substance of social studies teachers was in microscopic level including various teaching activities, but the macroscopic reflection including education system, culture, and purpose was insufficient. As to the reflection level of social studies teachers, ‘habitual reflection’, ‘reflection on teaching conditions’ and ‘reflection for proficiency of teaching skills’ are the reflection of technical level following van Manen(1977)’s classification. Next, ‘reflection on problem cognition’ and ‘reflection aiming at education purpose’ are the reflection of practical level. Critical level of reflection was not found in this study.

Novice and Experienced Korean EFL Teachers’ Reflective Teaching

강대민 팬코리아영어교육학회 2009 영어교육연구 Vol.21 No.2

The present investigation was undertaken to examine the differences and/or similarities between novice and experienced Korean EFL teachers in reflective teaching before and after their engagement in reflective activities, and what influenced the differences and/or similarities. Two novice and two experienced teachers participated in reflective practice for one semester by writing reflective journals, taking part in reflective group discussions, and self-observing their classroom teaching. The results showed that initially reflection was considered as a professional activity for the novice teachers and an academic activity for the experienced teachers. Concerning the main area of reflection, the novice teachers originally focused on their teaching while the experienced teachers attended to their students. These differences were attributed to the differences in teaching experience and reflective orientation. As the teachers’ engagement in the reflective activities increased with time, the experienced teachers gradually viewed reflection as a professional activity and tried to practice reflection enthusiastically. Also, the novice and experienced teachers embraced each other’s orientations and changed their teaching behavior accordingly. In terms of implications, the study suggests that teacher training programs use novice-experienced teacher discussion, journal writing, and self-observation of classroom teaching to improve the novice-experienced partnership and achieve their professional development.

초등학교 수학과 반성적 교수 과정 중 교사의 사고에 대한 사례 연구

이금선 대한수학교육학회 2011 학교수학 Vol.13 No.3

Currently, reflective teaching has been actively studied in terms of teachers' professional development relating to classroom instruction. The present study looked at, using the method of a case study, the differences between a novice and an experienced elementary school mathematics teachers' beliefs demonstrated during their reflective teaching. The findings of the study show that at the intial stage of reflective teaching, the novice teacher identified few errors during class and was not enthusiastic about applying the results of her reflective teaching due to lack of confidence. By contrast, the experienced teacher identified more errors during class than the novice teacher and had fewer reflections due to a sense of confidence. As the teachers' engagement in reflective teaching increased with time, they both felt the need for advice from experts on mathematics teaching and directed their attention to interactions with their students away from teacher-centered instruction. Further, the novice teacher engaged in more teacher-student interactions than the experienced teacher, and the experienced teacher increased the frequency of teaching reflection. Based on the findings, the article suggests a number of implications for the cooperative reflective teaching between novice and experienced teachers and the improvement of classroom instruction. 반성적 교수는 최근 교사의 수업 전문성 신장측면에서 다방면으로 연구되고 있다. 이와 관련하여 본 연구에서는 초등학교 수학과의 반성적 교수 과정에서 나타나는 초임교사와 경력교사의 사고를 사례 연구의 방법을 사용하여 조사하였다. 자료 분석 결과 반성적 교수 초기에는 초임교사의 경우 수업 중 오류 발견의 빈도가 적었고 자신감 부족으로 인해 반성의 결과를 적극적으로 수업에 적용하지 못한 것으로 밝혀졌다. 이에 비해 경력교사는 초임교사보다 수업 중 오류 발견의 빈도가 높았으며 자신감과 확신으로 인해 반성의 빈도가 높지 않았다. 두 교사는 반성적 교수에의 참여가 증대할수록 공통적으로 교과 전문가 조언의 필요성을 느끼게 되었으며, 교사 중심의 수업보다는 점차적으로 학생들과의 상호작용을 중시하는 방향으로 수업을 전개하였다. 아울러, 초임교사는 학생들과의 상호작용 빈도가 경력교사에 비하여 상대적으로 높아지게 되었고, 경력교사는 반성의 빈도가 높아지게 되었다. 이러한 결과를 토대로 본 논문은 추후 초임교사와 경력교사 간의 상호 협력적 수업 반성 및 수업 개선을 위한 각종 시사점들을 제시하고 있다.

Novice and Experienced Korean EFL Teachers’ Reflective Teaching

Dae-Min Kang 팬코리아영어교육학회(구 영남영어교육학회) 2009 영어교육연구 Vol.21 No.2

The present investigation was undertaken to examine the differences and/or similarities between novice and experienced Korean EFL teachers in reflective teaching before and after their engagement in reflective activities, and what influenced the differences and/or similarities. Two novice and two experienced teachers participated in reflective practice for one semester by writing reflective journals, taking part in reflective group discussions, and self-observing their classroom teaching. The results showed that initially reflection was considered as a professional activity for the novice teachers and an academic activity for the experienced teachers. Concerning the main area of reflection, the novice teachers originally focused on their teaching while the experienced teachers attended to their students. These differences were attributed to the differences in teaching experience and reflective orientation. As the teachers’ engagement in the reflective activities increased with time, the experienced teachers gradually viewed reflection as a professional activity and tried to practice reflection enthusiastically. Also, the novice and experienced teachers embraced each other’s orientations and changed their teaching behavior accordingly. In terms of implications, the study suggests that teacher training programs use novice-experienced teacher discussion, journal writing, and self-observation of classroom teaching to improve the novice-experienced partnership and achieve their professional development.

수업반성과정과 유치원 교사의 교수행동

곽현주,박찬옥 한국영유아교원교육학회 2004 유아교육학논집 Vol.8 No.4

The purpose of this study is to propose effective ways of reflection on teaching by investigating how a teacher’s teaching behaviors have changed through reflections on teaching and how the effective model of reflection on teaching during the processes could be emergent. A first-year teacher and a teacher with three years experience participated in this study. The main results of the research are as follows:First, through reflection on teaching, the teachers could plan teaching objectives precisely, make detailed preparations for teaching and manage teaching time effectively in planning and practicing teaching. Second, the teachers tried to examine and have more subject-related knowledge in dealing with the subjects of teaching. Third, the teachers’ ability to encourage and appraise each child improved. That is, the processes of reflection on teaching led to changes in teaching behaviors. Fourth, the first reflection on teaching was developed from the first appliance of reflection on teaching based on the relevant literature in this field, and then modified from the second appliance. Through discussions with the teachers about the second reflection on teaching, it was examined. The third model of reflection on teaching was emergent. The third model of the reflection on teaching shows the relation between teaching behaviors and the strategies of reflection of teaching behaviors more systematically. 본 연구는 수업반성과정을 거치면서 유치원 교사의 교수행동은 어떻게 변화되어 가는지, 효과적인 수업반성모형은 어떻게 나타나는지를 탐구해봄으로써 현장교사에게 효과적인 수업반성방법을 제공하고자 하는 목적을 가지고 수행된 것이다. 서울에 소재한 3년차 경력교사와 대학을 갓 졸업한 초임교사를 연구 참여자로 하여, 8주간의 교사교육과 15주간 이야기나누기에 대한 수업반성과정을 적용하는 것으로 이루어졌다. 그 결과, 수업반성과정은 이야기나누기에서 요구되는 효율적인 교수행동 변화를 이끌었고, 3차에 이르러 수업반성과정 모형이 발현되었다.

반성적 교수 경험이 예비유아교사의 과학교수효능감과 유아의 과학 활동 참여에 미치는 효과

송연숙(Song Yeon Sook) 한국열린유아교육학회 2006 열린유아교육연구 Vol.11 No.6

본 연구는 반성적 교수 경험이 예비유아교사의 과학교수효능감과 유아의 과학활동참여에 어떤 영향을 미치는지 알아보고자 하였다. 이를 위해 예비유아교사 90명을 대상으로 반성적 교수모형을 적용 한 후 사전ㆍ사후 과학교수효능감과 유아의 과학 활동참여도, 그리고 이과 관련된 저널자료들을 통해 분석하였다. 본 연구 결과 첫째, 반성적 교수모형을 적용한 예비유아교사들의 과학교수효능감이 증진되었음을 알 수 있었다. 질적 자료들의 분석을 통해 과학교수효능감의 향상은 과학교수실제에서 과학교수에 대한 흥미유발 및 부담감 감소, 유아의 실제적 발달에 대한 이해, 교수실제 변형시키기, 과학 및 과학교육에 대한 인식의 변화를 가져왔다. 둘째, 반성적 교수 경험을 적용한 실험집단 유아들의 경우 전체적인 과학 활동 참여에서는 차이가 없는 것으로 나타났으나 과학 활동의 하위 요소 중 계획제시, 주도적인 문제해결 시도, 자료 활용, 다른 상황에의 적용에서는 유의미한 차이가 있는 것으로 나타났으며 특히 의문제기와 결론 도출측면에서 많은 변화를 보여주었다. The purpose of this study was to investigate first, science teaching self-efficacy of pre-service early childhood teacher second, to quality analysis changes of reflective thinking on scientific teaching self-efficacy third, to analysis scientific activity participation of young children through reflective teaching. Subjects of this study were 90 pre-service early childhood teacher in Ulsan(experimental group 45, control group 45). The major findings were as follows; 1. The science teaching self-efficacy is proved to have a meaningful difference at application of reflective teaching (p<.01). By the result of analysing the cases related to showing the change of scientific teaching self-efficacy, the reflective teaching process leads the pre-service teachers into interest incitement and reduction of science teaching burden and scientific teaching, comprehension of young children's practice development, enhancement of teaching skill through post-conference and class analysis, and an awareness change of science teaching. 2. The young children's scienctific activity participation shows no meaningful difference at the application of reflective teaching. But difference verification in groups at each sub factors of children's scienetific activity participation reveals a meaningful difference in planning(t=3.23), dominantly solving of problem(t=2.40), utilization of data(t=4.20) and application into other situation. Further educational implications and suggestions were discussed.

교육실습생의 자아성찰에 관한 연구 -교육실습생의 성찰저널을 중심으로-

노원경 ( Won Kyung Noh ) 경희대학교 교육발전연구원(구.교육문제연구소) 2007 慶熙大學校 敎育問題硏究所 論文集 Vol.23 No.1

본 연구는 교육실습생의 성찰저널을 통해 교육실습생의 인식과 교육실습운영의 실태를 조사 분석하여 문제점을 진단하고 이를 바탕으로 교육실습 운영의 내실화를 도모하는데 그 목적이 있다. 본 연구에서는 아래의 항목에 대해 그 사례를 찾아 분석하고자 한다. 첫째, 교육실습의 교과지도, 학생지도, 학급경영 영역에서 교육실습생의 자아성찰은 어떠한가? 둘째, 교육실습의 실제적 목적에 비추어 교육실습생이 교육실습 과정에서 배운 내용은 무엇인가? 본 연구를 위한 자료수집은 서울 소재 K대학교의 ``예비교사를 위한 프로그램``에 참가한 48명이었다. 이 중에서 내용 분석의 대상이 된 것은 26명의 성찰저널이었다. 본 연구의 연구 결과는 다음과 같다. 첫째, 교육실습생의 자아성찰 중 교과지도 영역에서는 사전 수업 계획 및 준비의 중요성을 깨달았다는 교육실습생이 있었고, 수업 내용에 대한 충분한 지식을 갖추지 못한 채 수업에 임하여 고민한 교육실습생도 있었다. 교육실습생이 수업 시간에 경험하는 문제 상황은 현 교원양성과정에서 수업 시간 중 실질적인 교수방법에 대해 적절히 준비해 주고 있지 못함을 나타낸다. 학생지도 및 학급경영에서는 현재 교직과정에서 이론 수준에서만 학습이 이루어질 뿐 이론의 구체적인 활용 및 응용 방법에 대한 교육이 부족하다는 것이 나타났다. 따라서 예교사 교육에서는 이론 학습이 이루어진 후 현장중심의 문제해결 교육도 중시되어야 할 것이다. 둘째, 교육실습과정을 통해 교육실습생들은 현실적인 교육철학의 형성과 함께 교사에 대한 인식도 막연한 동경이나 단순한 직업으로서 관념에서 현실적으로 판단하고 선택할 수 있는 일로 바뀌었다. 교직의 좋은 점과 어려움을 함께 정리하면서 교직 선택에 대해 종합적인 판단을 할 수 있는 기회를 갖게 되었다. 자아성찰과정을 통해 교직과정을 선택한 후 4주간의 교육실습기간은 학생의 관점이 아닌 교사의 관점에 서서 교육을 봄으로써 딜레마를 경험하였고 이를 통해 교직에 대한 현실적인 판단을 하게 되었고 교직을 넓은 관점에서 심도 있게 이해할 수 있었다. 따라서 교육실습기간 동안 의미있는 교육경험을 쌓기 위해서는 교육실습생들에게 자아성찰의 기회를 제공하는 것이 필요하다. The purpose of this study is to make practical suggestions for the teaching practice by making a diagnosis of the problems and analyzing the research on the actual conditions of students who write self-reflection journals. In this study, I analyzed the self-reflection journals for the below-mentioned questions. First, the analyses of the self-reflection journal on teaching practice, especially teaching contents, instruction for students and classroom management. Second, the analyses of he self-reflection journal on teaching practice compared to teaching practice`s practical goals. The data for this study was collected from 48 preservice teachers who were that students participated in the Center for Teaching and Learning program for preserivce teachers. The self-reflection journals written by 26 participant were analyzed in this study. The results of this study are the following: 1. As to preservice teachers` self-reflection about teaching contents, it is necessary to acquire a practical teaching method, to use the teaching materials, and to learn the method of writing a teaching plan. 3. As to preservice teachers` self-reflection about instruction for students and classroom management, it is considered that a method of advising the students and knowledge of classroom management through teaching practice was acquired. 4. Compared to teaching practices` practical goals, preservice teachers in the early stage of teaching practice recorded just expectation of teaching and being a preservice teacher but later, recorded more on the general teaching performed by themselves. It can be said that the classroom experience of preservice teachers requires profound self-reflection on the truth of teaching.

예비교사의 수업관 중심 반성적 실천 경험에 관한 연구

정하나 한국교육학회 2017 敎育學硏究 Vol.55 No.3

This study was conducted to confirm the possibility of a higher level of reflective practice centered on the teaching view on the subjects of pre-service teachers beyond the existing technical and instrumental reflections focusing on the effectiveness of classroom activities. For this, the pre-service teachers who participated in the field practice are provided with a teaching view centered reflective practice course to deeply explore the phenomena revealed in the course design and execution process according to the teaching view that each pre-service teacher pursues, and the empirical meaning of the teaching view centered reflective practice was analyzed. As a result of analyzing the phenomenon of teaching design and teaching implementation according to view of teaching, the three pre-service teachers differed in the level of view of teaching depending on the background affected by the view of teaching, and also the type of view of teaching they pursued varied. It is pointed out that the area that pre-service teachers worry about in the course of class design according to the view of teaching which each person pursues is clearly different. It is also found that the view of teaching is a key determinant of class design and implementation, but it can be a factor to facilitate or hinder teaching. As a result of experiencing the reflective practice centered on the view of teaching, a new epistemological framework was created to recognize the importance of the view of teaching, and it became an opportunity to search for identity through the process of forming and confirming the view of teaching. This study also found it meaningful that pre-service teachers recognize diversity of view of teaching, and that the expansion and restructuring of the view of teaching was carried out. Thus, this study confirmed the possibility of pre-service teachers’ reflective thinking and practice at a high level, and suggested specific strategies to apply the view of teaching centered reflective practice in teaching practice. 본 연구는 예비교사들을 대상으로 수업 행위의 효과성에 초점을 둔 기존의 기술적‧도구적 반성의 수준을 넘어 수업의 실제를 결정짓는 주요 요인인 수업관을 중심으로 한 보다 높은 수준의 반성적 실천의 가능성을 확인해보고자 수행되었다. 이를 위해 교육실습에 참여한 예비교사들에게 수업관 중심의 반성적 실천의 과정을 제공하여 예비교사 각자가 추구하는 수업관에 따른 수업 설계 및 실행 과정에서 드러나는 현상을 깊이 있게 탐색하고, 수업관을 중심으로 한 반성적 실천의 경험적 의미를 분석하였다. 수업관에 따른 수업 설계와 수업 실행의 현상을 분석한 결과, 세 예비교사들은 수업관에 영향을 주게 된 배경에 따라 수업관 형성 수준에 차이를 보였으며, 추구하는 수업관의 형태도 모두 달랐다. 예비교사 각자가 추구하는 수업관에 따라 수업 설계 과정에서 고민하는 영역이 확연히 다르다는 점, 수업관이 수업 설계 및 실행의 방향을 결정짓는 핵심 요인이기도 하지만 수업을 촉진하거나 방해하는 요인이 될 수 있다는 점이 드러났다. 수업관을 중심으로 한 반성적 실천을 경험한 결과, 수업관의 중요성을 인식하며 수업을 보는 새로운 인식론적 틀이 생성되었으며, 수업관을 형성‧확인하는 과정을 통해 정체성 탐색의 기회가 되었다. 또한, 수업관의 다양성을 인지하며 수업관에 대한 인식의 확장 및 재구조화가 이루어졌다는 의미를 발견할 수 있었다. 이를 통해 본 연구는 예비교사들의 높은 반성 수준에 의한 반성적 실천의 가능성을 확인하였으며, 교육실습에서 수업관 중심의 반성적 실천을 위한 구체적인 방안을 제시하였다.

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.

태권도 지도자의 반성적 교수를 통해 나타난 가르침의 의미 찾기

강은석(Kang, Eun-Suk) 한국체육과학회 2015 한국체육과학회지 Vol.24 No.2

This study is to present a new paradigm to what teaching is by looking at Taewkondo instructors’ reflective teachings. The way of studying was to observe reflective logs written by the instructors or teachers, the research subjects, and take part in teaching Taewkondo for myself for a semester. The findings, therfore, come mainly from the observations on the subjects working such institutions as Y-Taekwondo gym, K-university, and D-university, including their students and competitors, and from my own experiences in the field. The meanings of teaching that I found in the reflective teaching are as follows. First, the meanings of teachings in Y-Teakwondo gym are to let students learn Taekwondo filled up with martial artistic purposes along with the school sports programs, which is supported by teachers’ incessant research on how to teach, and their struggle to break the mannerism and streotypes imbeded in the teachings so as to stick to the genuine spirits of Taewkondo teachings. Second, in K-university, the meanings of teachings are to get the two way communication between professors and students and focus on the recreational aspects of Taekwondo, not on the tests and evaluations. Third, in D-university, the meanings of teaching is to teach Taekwondo competition skills but still what should come first is to establish the solid human relationships in which teachers can sympathize with students, rather than drilling skills only.