초등 예비 교사의 반성적 글쓰기에서 나타나는 반성의 유형과 특징 = The Patterns and Characteristics of Preservice Elementary Teachers` Reflection in Reflective Journal Writing

다국어 초록 (Multilingual Abstract)

This study aimed at categorizing preservice teachers` reflections and understanding their characteristics in reflective journal writing after microteaching. Thirty-two preservice elementary teachers joined in this study. As results, three patterns were categorized: Reflection with practice, Reflection to be practice, Reflection with suspension of judgment. ``Reflection with practice`` changed the topology of science class in active. ``Reflection to be practice`` had clear focus in reflection and suggested orientations to succeed in the next teaching. ``Reflection with suspension of judgment`` made something fall into abeyance, because it couldn`t provide an orientation for teaching. After discussing these results, implications toward preservice teacher education were explored.

참고문헌 (Reference)

1 장경숙, "예비교사 수업장학 모형 개발을 위한 기초 연구" 한국초등영어교육학회 11 (11): 33-60, 2005

2 서경혜, "반성과 실천: 교사의 전문성 개발에 대한 소고" 한국교육과정학회 23 (23): 285-310, 2005

3 박영예, "모의수업을 통한 예비 초등영어 교사의 반성적 교수활동 분석" 신영어영문학회 42 (42): 203-230, 2009

4 주삼환, "교육의 질 향상을 위한 장학의 이론과 기법" 학지사 2003

5 Schön, D. A., "The reflective practitioner: How professionals think in action" Basic Books 1983

6 Smith, J., "Teachers' work and the politics of reflection" 29 (29): 267-300, 1992

7 Zeichner, K., "Teachers as reflective practitioners and the democratization of school reform. in: Currents of reform in preservice teacher education" Teachers College Press 199-214, 1996

8 Swain, S. S., "Studying teachers' transformations: Reflection as methodology" 72 (72): 28-34, 1998

9 Connelly, F. M., "Stories of experience and narrative inquiry" 19 (19): 2-14, 1990

10 Holly, M. L., "Reflective writing and the spirit of inquiry. in: Curriculum and the teacher: 35 years of the Cambridge Journal of Education" Routledge 274-283, 2008

11 Calderhead, J., "Reflective teaching and teacher education. in: Teacher education: Professionalism, social justice, and teacher education" Routledge 35-47, 2006

12 Valli, L., "Reflective teacher education: Cases and critiques" State University of New York Press 1992

13 Osterman, K. F., "Reflective practice for educators: Improving schooling through professional development" Corwin Press 1993

14 Langer, G. M., "Reflective decision making: The cornerstone of school reform" 15 (15): 2-7, 1994

15 Grimmett, P. P., "Reflection in teacher education" Teachers College Press 1988

16 Bailey, K. M., "Pursuing professional development: The self as source" Heinle & Heinle 2001

17 Colaizzi, P., "Psychological research as phenomenologist views it. in: Existential phenomenological alternative for psychology" Oxford University Press 48-71, 1978

18 Zeichner, K., "Introduction. in: Currents of reform in preservice teacher education" Teachers College Press 1-8, 1996

19 Berliner, D. C., "In pursuit of the expert pedagogue" 15 (15): 5-13, 1986

20 Bolin, F. S., "Helping student teachers thinking about teaching" 39 (39): 48-52, 1988

21 McNay, L., "Gender habitus and the field: Pierre Bourdieu and the limits of reflexity" 16 (16): 95-117, 1999

22 Clift, R. T., "Encouraging reflective practice: An analysis of issues and programs" Teachers College Press 1990

23 LaBoskey, V. K., "Development of reflective practitioners: Learning about teaching and learning through modelling" Falmer 1994

24 Calderhead, J., "Conceptualising reflection in teacher development" Falmer 1993

25 Surbeck, E., "Assessing reflective responses in journals" 48 (48): 25-29, 1991

26 Loughran, J. J., "An introduction to purpose, passion and pedagogy. in: Teaching about teaching: Purpose, passion and pedagogy" Falmer 3-9, 1997

27 Colton, A. M., "A conceptual framework to guide the development of teacher reflection and decision making" 44 (44): 45-54, 1993