유아교사의 반성적 사고 경험을 통한 반성적 사고 수준 및 교수행동 변화 연구 = (A) Study on change of reflection level and teaching behavior by preschool teacher's reflective experience

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore change of reflection level and teaching behavior through preschool teachers' reflective experience, and the research questions of this study were as follows.

1. What change does preschool teachers' reflective experience bring to reflection level?
2. What change does preschool teachers' reflective experience bring to teaching behavior?

The subjects of this study were 5 teachers who were working at J preschool in Pusan, and reflective experience consisted of theory education, journal writing, self-supervision, peer supervision for reflective thinking for 12 weeks.
The results of this study were the following. First, preschool teachers' reflection level has gradually risen while experiencing reflective thinking. All of the preschool teachers' reflection level was average 2 before experiencing reflective thinking, but as experiencing reflective thinking, keep going up to level 3, 4, 5, 6, and 7. However, among all of the preschool teachers, except teacher E, reflection level showed level 0 for middle experience. Because this period was when to prepare graduation and entrance, it seemed that environmental factors like excessive workload and peer teacher's change of occupation made preschool teachers' reflection low. This result means that preschool teachers' reflection level was largely affected by environment.
Second, preschool teachers' teaching behavior has constantly improved before experiencing reflective thinking and for 12 weeks. Preschool teachers' teaching behavior has more increasingly risen during group discussion while experiencing reflective thinking than before. According to peer teachers' evaluation, most changed teaching behaviors were the preparation and practical use of media, formation and location, process of group discussion, selection of discussion topic, necessary time. Also, through preschool teachers' self-supervision and peer supervision, getting feedback from peer teachers highly influenced teaching behavior. Also, Preschool teachers responded positively for their own changed teaching behavior. The result showed that the greatest reason of this was because preschool children's positive responding makes preschool teachers feel self-confidence and self-accomplishment.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 5
• 3. 용어의 정의 5
• Ⅱ. 이론적 기초 7
• 1. 반성적 사고 7
• 2. 교수 행동 15
• 3. 반성적 사고와 교수행동 18
• Ⅲ. 연구방법 22
• 1. 연구대상 22
• 2. 연구도구 23
• 3. 연구절차 27
• 4. 자료분석 31
• Ⅳ. 연구결과 및 해석 32
• 1. 반성적 사고 수준의 변화 32
• 2. 교수행동의 변화 44
• Ⅴ. 요약 및 논의 61
• 1. 요약 61
• 2. 논의 63
• 참고문헌 67
• 부 록 74
• Abstract 78