동료멘토링을 활용한 중등 예비음악교사들의 교사로서의 자기효능감 향상과 동료멘토링 인식에 대한 질적연구

국문 초록 (Abstract)

본 연구는 중등 예비음악교사들을 대상으로 동료멘토링을 활용하여 Bandura의 사회학습이론의 자기효능감 요인들 즉, 상황경험, 간접경험, 언어적/사회적 설득, 감성적/생리학적 상태의 향상과 동료멘토링 인식에 관한 연구이다. 이를 위해 멘토와 멘티로 구성된 팀활동과 멘티의 수업시연 및 동료평가를 실시하였으며, 교사로서의 자기효능감 향상에 대한 결과를 확인하기 위해 인터뷰와 성찰저널을 세부적으로 분석하였다. 그 결과 교사로서의 자기효능감 요인들이 향상된 것을 확인할 수 있었다. 동료멘토링의 인식에 대한 결과 분석에서 멘티의 경우 멘토들의 조언을 통해 상호작용과 소통을 통해 다양한 도움을 받을 수 있었다는 긍정적인 변화를 확인할 수 있었다. 이러한 결과를 바탕으로 향후 예비음악교사들의 교사로서의 자기효능감 향상을 위해 다양한 교수법을 활용한 교육실습 및 실무경험의 기회가 요구되는 것으로 분석되었다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is improving the teachers’ self-efficacy for pre-secondary music teachers. The research questions for this study were the improvement for teachers’ self-efficacy for pre-secondary music teachers and the pre-secondary music teachers’ perception about peer mentoring. In this study performed the interview and analyzed the in self-reflection journal in order to identify the improvement effect of teachers’ self-efficacy and the participants’ perception change in the peer mentoring. As the results from analyzing the change in participant’s perception about peer mentoring the mentors had the opportunity to review previous learning contents and practice experiences while developing their team activity and for the mentees. Mentees said that they were given various help from the mentors’ advices and their interactions and communication with mentors. From these results, it could identify that there was positive change in participant’s perception about the peer mentoring. Based on these results, this study analyzed that it would need to require some chances for pre-secondary music teachers to be given some educational practice and field experience utilizing various teaching methods in order to improve their self-efficacy and the perception of peer mentoring.

목차 (Table of Contents)

• 요약
• Abstract
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 결과분석
• Ⅴ. 결론 및 논의
• 참고문헌

참고문헌 (Reference)

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