우리나라 예비교사들의 ‘실천적 경험에 대한 반성’의 특징 = A Study on the Characteristics of Korean Student Teachers' Reflection on their Practical Experiences during the Practicum

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate what and how Korean student teachers reflect on their practical experiences in the context of classroom environments in order to find concrete and effective ways for teacher educators to promote their student teachers' practical reflection. What underlies this study is the idea of teacher education based on the concept of Schon's "reflective practitioner," according to which the practical competency required for would-be teachers can be best fostered through their reflection on their own teaching experiences during the practicum.
For this study, twenty eight student-teachers were asked to write journals about their experiences while they were placed in secondary schools for 4 week-practicum. And their journals were assessed in terms of the levels of reflection as well as of the contents of reflection. The levels of reflection were assessed by the six-level model, which was modified from the Hatton and Smith's model. The contents of journals were also analyzed by a framework, which was modified from Bain's model.
The results of this study are as follows. As for the levels of reflection, about 80% of the student teachers reached up to only the lower three levels and among them about 40% remained the lowest level. The remaining 20% were spread from the 4th level to the 6th level. As for the contents of reflection, the subject that students were most concerned with in their reflection was "themselves"(43.9%) and then "teaching"(29.3%); all other topics were relatively the low concerns of the student teachers.
As a conclusion, we can see, the students who were interested in "teaching" tended to reach the higher level of reflection, while those who were concerned with "themselves" tended to remain the lower level of reflection. This implies that teacher educators should develop different teaching strategies to promote student teachers' practical reflection in accordance to the student teachers' levels and concerns of reflection.

국문 초록 (Abstract)

우리나라 교사교육의 문제점이 실제보다는 이론 중심, 현장보다는 교사교육기관 중심의 교사양성 프로그램에 있다는 진단과 함께, 이러한 교사교육 프로그램의 개선을 위한 한 방향으로 교사를 ‘반성적 실천인(reflective practitioner)'으로 양성해내야 한다는 의견이 널리 받아들여지고 있다. 이를 위해서는 예비교사들로 하여금 자신의 실천적 경험에 대한 수준 높은 반성을 할 수 있도록 훈련시킬 수 있어야 한다. 본 연구는 우선 예비교사들이 현장실습 중 자신의 실습경험에 대해 기록한 저널을 통하여 우리나라 예비교사들이 현장에서의 실제적 경험과 관련된 반성의 수준과 구체적 내용에 대한 경험적 이해를 목적으로 하였다. 28명의 실습생들에게 4주간의 중등학교 실습기간 동안 교실에서의 경험에 대한 저널을 기록하도록 한 후, Hatton과 Smith의 모형을 수정한 6단계 모형에 의해 저널의 반성적 수준을 평가하고, Bain의 모형을 활용한 분석틀에 의해 그 내용을 검토하였다. 실습생들의 저널을 검토한 결과 전체 실습생의 약 40%가 가장 낮은 1단계에 머물렀고, 3단계를 넘지 못한 실습생이 전체의 80%정도에 달하였다. 실습생들이 저널을 통해 보여준 가장 빈번한 고민거리는 “자기 자신”(43.9%)과 관련된 것이었고, 그 다음이 “수업”(29.3%)이었다. 흥미로운 결과는 실습생들이 “수업”에 관심을 기울일수록 보다 높은 수준의 반성적 사고를 보여주는 반면, “자기 자신”에 관심의 초점을 둘수록 낮은 수준의 반성적 사고를 드러낸다는 것이었다. 이러한 결과는 교사교육자가 예비교사의 반성적 사고를 촉진시키기 위하여서는 이들의 현 수준과 관심사항에 대한 이해를 고려하여 지도전략을 강구하여야 할 필요성을 제기해 준다고 하겠다.

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