멘토링을 통한 초임중등과학교사의 수업에서의 교사,학생 상호작용 변화 분석 = An Analysis of Change in Beginner Science Teacher`s Classroom Interaction through Mentoring Program

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the change of teacher-student interaction in a beginner secondary science teachers` class through collaborative mentoring program. Three experienced science teachers as mentors and three beginner science teachers as mentees were participated in this study. Mentors have been teaching science secondary school for more than 13 years with specialty in science education, and mentees have been teaching less than three years in secondary schools. They were matched one-to-one on grounded characteristics that were revealed from pre-interview. Data collection consisted of lesson plans of mentees` classes, videotaped lessons of mentees, consultation meetings between mentors and mentees, and interviews with mentees as well as mentors. The consultation meetings and interviews were audiotaped and then transcribed with the videotaped lessons. To examine the change in teacher-student interactions, the lesson observed after four sessions of mentoring was compared to the lesson before mentoring on the basis of the analytical framework that was developed based on the interpretative approach. The analytical framework addresses the four aspects of teacher-student interaction, which include beginner of interaction (initiation), the types of the question, the student response and the feedback. After four sessions of collaborative mentoring, the beginner science teacher`s classroom interactions were initiated by students more often. Teachers` questions increasingly turned into thought-provoking queries that required higher-order thinking. The students responded in the form of statements instead of asking question more frequently. Also, teachers provided more delayed feedback than immediate feedback. These changes of interaction patterns showed that students took a leading role in classroom interaction and they were encouraged to think. From this result, we argue that the beginner science teachers developed the ability to make students think and to support them in coming to an understanding of knowledge through a collaborative mentoring program.

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