초등 컨설팅 장학 직무연수 교사들의 마이크로티칭에 대한 인식 = Elementary School Teachers` Cognition on Microteaching Participating in Consulting Supervision

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the elementary school teachers` cognition on microteaching participating in consulting supervision. Consulting supervision or instructional supervision aims to develop teaching profession. Microteaching as a method of competence-based teacher education also aims to improve teaching behavior. The results of the pre and post questionnaire analysis of the elementary school teachers` cognition on microteaching participating in consulting supervision are as follows: The elementary school teachers` cognition on microteaching participating in consulting supervision is higher than that of pre-service students and ordinary in-service teachers. But, similar with pre-service students` and ordinary in-service teachers` cognition, the elementary school teachers` cognition on microteaching participating in consulting supervision is also relatively low in relation to the need for microteaching. The responses of post questionnaires are more positive than that of pre questionnaires. Also in the open response questionnaire, they made more specific and detail response than pre questionnaires. It is revealed that microteaching instruction as a part of consulting supervision had a positive effect to the elementary school teachers` cognition on microteaching. So, the systematic education and support for microteaching is needed in in-service teacher education.