수업에 대한 반성적 사고가 유아특수교사의 발문과 피드백에 미치는 영향 = The Effects of Reflective Thinking on Teaching with regard to Question and Feedback of Early Childhood Special Education Teachers

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify the effects of reflective thinking on teaching with regard to question and feedback of early childhood special education teachers. The results of this study were as follows: First, the reflective thinking on teaching effected change in questioning behavior. Teacher A showed change after treatment. Intellectual question behavior decreased after treatment; however. Analysis. Integrative, and Evaluable question behavior increased after treatment. With regard to teacher B. Intellectual and Comprehensive question behavior decreased after treatment. However. Analysis. Integrative, and Evaluable question behavior increased after treatment.
Secondly, reflective thinking about teaching effected changes in feedback behavior. Both Teacher A and Teacher B showed changes after treatment. Positive feedback behavior increased and negative feedback behavior decreased after treatment. It is suggested that new methods for reflective thinking about teaching should be continuously developed with regard to teacher's question and feedback.