협력적 멘토링을 통한 초임 중등과학교사의 교수실행에서 나타나는 반성적 실천의 변화 = The Change in Beginning Science Teachers` Reflective Practice in their Teaching Performance through Collaborative Mentoring

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the change in the classes of beginning science teachers through the collaborative mentoring program that induce reflective thinking practice. Participants in this study were three mentor-teachers two teachers in doctor`s or master`s course one university professor and three mentee-teachers who have less than four years of teaching experience. We collected data such as video recordings of the mentee-teachers` classroom teaching and transcription lesson plans recording of one-on-one mentoring and transcription mentor and mentee`s journals and RTOP classroom teaching observation reports. RTOP was used for the analysis of classroom teaching and mentee-teachers` recognition and changes in their classes were found out through journals and one-on-one mentoring interview materials. According to mentee-teachers` recognition and changes in their classes during the mentoring program they themselves recognized their teacher-centered teaching style misconception and lack of content knowledge. Furthermore there were changes in the mentee-teachers` classroom teaching through their reflective practice and improvement. As a result of this study the interactions with mentor-teachers through collaborative mentoring program stimulated mentee-teacher`s reflections on their teaching. Therefore these reflections led to their reflective practice that showed progressive changes in their teaching behavioral activities. The extent of these changes varied according to the mentee-teachers` individual disposition toward reflection and the issue of whether mentee-teachers` reflective practice was in accordance with priorities in motivational ZDP or not. Also based on the results of this study the teachers` reflection was not all accompanied by reflective practice even if the beginning science teachers made some partial changes in reflective practice through reflection. It means that it is hard to lead reflective practice for mentee-teachers through mentoring in a short period of time. Therefore we consider that a systematic and long-term mentoring program is necessary for beginning science teachers.

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