한 초등교사의 수업 보기를 통한 성찰 사례 = A Case of Reflection on an Elementary School Teacher`s self-monitoring on teaching

다국어 초록 (Multilingual Abstract)

The aim of this study was to reveal and describe the progress that a teacher reflects on her instruction. In order to achieve this aim, a teacher of Y-elementary school participated in this research. This study described what she reflected while self-monitoring of her own teaching which she performed. The results of the study were presented: Ms. Kim found ``a criterion for her own instructions`` by means of teaching reflection. Ms. Kim said to herself ``our class succeeded!``, and realized ``such scenes are the moments that students do for themselves``. When she was aware of it, she recognized that she made a judge based on three criteria, including ``if you can do``, ``show me whether you can do or not``, and ``if you cannot do.`` In this a series of process, Ms. Kim comprehended that the success in the class comes from ``taking the lead by students``. Based on these findings, the author discussed the directional phases of a teacher`s reflection on her instructions. Until she understand that the success in the class comes from ``taking the lead by students``, the direction of reflection on teaching turned: first, ``from teacher-centered to student-centered``, second, ``from all to individual``, and the third, ``from exteriority to interiority``.

참고문헌 (Reference)

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5 이진향, "수업반성이 유치원교사의 교수행동과 반성수준에 미치는 영향" 한국교원대학교 대학원 2002

6 안효일, "수업 전문성의 근거 : 지식의 통합성" 한국초등교육학회 20 (20): 119-144, 2007

7 진영은, "수업 전문성 재개념화 연구 동향 및 과제" 한국열린교육학회 17 (17): 47-71, 2009

8 이종일, "사회과 교사자질 교육 이론의 변천-교사자질 형성과정을 중심으로-" 18 (18): 17-38, 2003

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22 Schön, D. A., "Educating the reflective practitioner; Toward a new design for teaching and learning in the professionals" Jossey-Bass 1987