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교생실습 동안 교수와 학생 간 연락하는 데 있어 대화방의 효과
윤지윤(Jiyoon Yoon),바비욱 개리(Gary Babiuk),무에티 짱아(Chang"aa Mweti) 한국교육실천연구학회(한국교육포럼) 2005 韓國敎育論壇 Vol.4 No.1
이 연구는 1) 교생실습동안 대학의 교수와 교생실습 학생 간의 계속적인 커뮤니케이션을 증진시키기 위한 온라인 대화방의 효과를 측정하고, 2) 교생실습 학생의 수업을 전문적으로 향상시키며, 3) 온라인 대화방 사용의 이점을 널리 알리기 위함을 목적으로 한다. 미국미네소타대학의 4학년 교생실습 학생들과 그들의 담당 교수들이 이 연구에 참여하였고 대화방의 효과를 측정하기 위해 교생실습학생들의 pre- and post-surveys와 그들의 교수와의 인터뷰를 사용하였다. The importance of communicating between professors and their students in a teacher education program has already been recognized in research studies (Merry filed & Wite, 1996, & Dove et., al., 1997). Through communicating collaboratively, the pre-service teachers can (1) improve their understanding in methods classes, (2) participate in on-going professional development during their practicum, (3) improve their classroom instruction, and (4) strengthen their knowledge base in specific areas such as literature, science, social studies, and classroom management. To improve the communication between professors and their students during their practicum, this study considered the online chat room as a helpful tool and measured the effects of an on-line chat room in communicating between teacher education professors and pre-service teachers during their six-week practicum. To measure the effects of using the chat room, the study used the pre- and the post- survey with pre-service teachers and the interview with the professors. As the result of the study, the chat room was useful to advise pre-service teachers from out of town/ state/ country. It provides continuity and flexibility in communicating with students. Also, the chatting room was helpful to interact with students more than if they had not chatted. Better than no contact (which is typical without the chatting room). If the chat room is thought of as a social devise to improve the feeling of community then it is excellent but not for in-depth or personal questions and concerns. Lack of experience in chat rooms led to some frustrations in the use of the chatting room format for both participants and the professors. The professors believe that the overall experience was beneficial for both the pre-service teachers and themselves. The professors found the need to continue to develop their own skills in order to model this form of communication and community building tool so that the pre-service teachers could use it in their own classrooms.
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