영어 수업나눔 과정에 나타난 초등 예비교사의 교사학습과 경험 분석

강정진 ( Kang Jung Jin ) 글로벌영어교육학회 2022 Studies in English education Vol.27 No.1

This study examines the experiences of teacher learning and lesson sharing of pre-service elementary school teachers in the English lesson sharing model process. For this purpose, data were collected from 35 pre-service teachers attending a national university of education and taking an English Integrated Education Practice class at the time of the study. The data used in the analysis were three video analysis assignments in the pre-lesson sharing stage, two lesson sharing recordings in the lesson sharing stage, and one reflective journal in the reflective stage. As a result of the analysis, first, in the lesson sharing preparation stage, pre-service teachers mainly experienced individual teacher learning opportunities. They understood and learned their colleagues’ various perspectives on English instruction. They also began to look critically at their previous thoughts on English education. In the lesson sharing stage, through social interaction with colleagues, pre-service teachers understood various perspectives and methods of English instruction and improved their communication skills for class sharing. They also showed the ability to ask questions by analyzing the lesson and logically answering the questions of fellow teachers. In the reflective stage, pre-service teachers reflected on their classes and thought about ways to improve them. They identified the strengths as well as the shortcomings of their classes and formed a positive attitude toward the English instruction demonstration. This reflection led to new determination and motivation concerning English instruction as a pre-service teacher. Pedagogical implications and future research are also discussed.

실과교육학의 학문적 체계 연구

강정진(Kang Jung Jin),정모근(Jeong Mo Geun) 한국실과교육학회 2001 한국실과교육학회지 Vol.14 No.1

The Purpose of this study is to suggest the study-field and the theoretical system of the practical arts education, to establish the system of it as a discipline. For this, I analysed the theoretical system of education, that of the education of subject matter and the study-structure of the practical arts education. The major results are as follows; 1. The theoretical system of the practical arts education includes background study, contiguous study and education. The basic studies of the practical arts education can give us basic experience for both present life and future life. And by the fundamental theory of work-oriented education, the practical arts education should be systematized. 2. The practical arts education is composed of the nuclear element (the objectives of education, content-structure, teaching method, curricular materials, evaluation) and the related element (education, edu-environs, background of practical arts education, work-oriented education). By all of them, we set the study-fields like substances, education history, education psychology, education philosophy, objectives of education, contents, instructional method, evaluation, curricular materials, educational environment, comparative education, curriculum, sociology education, educational policy, practice, teacher education, educational technology (of practical arts education). 3. Practical arts education should be coherent and systematical, related to contents, ranging from elementary school to senior high school. It should include the theoretical system adapted to all of them.

예비교사의 온라인 과제가치 인식과 경험이 수업시연과 수업만족도에 미치는 영향

강정진 ( Kang¸ Jung-jin ) 인하대학교 교육연구소 2021 교육문화연구 Vol.27 No.4

본 연구의 목적은 온라인 수업에 참여한 초등 예비교사들의 온라인 과제가치 인식과 경험을 살펴보고, 코로나19 이후 본격적으로 전개될 온라인 수업과 온라인 과제의 효율적인 운영 그리고 수업만족도를 향상시킬 수 있는 방안을 탐색하고자 하였다. 교원양성대학교에서 영어교육 교과목을 온라인 수업(동영상 수업과 실시간 수업)으로 수강한 예비교사 91명 중 본 설문에 참여한 61명을 연구 대상으로 하였다. 예비교사들은 매주 온라인 과제를 수행하고 그 결과물을 온라인 폼으로 작성하여 제출하였다. 학기 말에 실시한 설문조사와 예비교사들이 작성한 온라인 과제 결과물을 양적, 질적으로 분석한 후 다음과 같은 결과를 도출하였다. 첫째, 예비교사들의 온라인 수업에 대한 만족도는 평균 3.61(4점 척도)로 높은 만족감을 보였다. 녹화된 동영상 수업과 실시간 온라인 수업에서도 설문 참여자의 98% 이상이 만족감을 나타냈다. 하지만, 온라인 과제와 관련된 설문에서는 57.3%의 예비교사들이 스트레스를 받은 경험이 있다고 답함으로써, 온라인 과제의 분량과 난이도에 대한 교수자의 체계적인 계획과 운영이 필요함을 보여주었다. 둘째, 예비교사들은 온라인 과제가치에 대한 인식, 즉 내적가치, 성취가지, 유용가치 모두 높은 인식을 보였다. 이러한 높은 과제가치 인식은 예비교사의 수업시연 만족도, 수업시연 자신감, 수업만족도와 높은 상관관계를 보였으며, 통계적으로 유의미한 영향을 주었다. 한편, 예비교사들이 생각하는 온라인 과제의 필요성과 추천하는 온라인 과제에 대한 개방형 설문 조사에서, 예비교사들은 동일하게 동영상 수업분석, 수업 지도안 작성, 수업나눔에 높은 관심을 보였다. 연구 결과를 바탕으로 효율적인 온라인 수업 운영을 위하여 온라인 과제의 창의성과 실제성, 교수자의 돌봄과 배려, 그리고 온라인 수업의 새로운 패러다임을 실천 방안으로 제시하였다. This study aims to examine pre-service elementary teachers’ perceptions of online task value and their experience of online learning. Moreover, it explores methods to improve efficient teaching and course satisfaction. In this study, 61 pre-service elementary teachers, who took an online English Education course for one semester, were selected. The pre-service elementary teachers performed online tasks and submitted them through online survey forms weekly. The survey, which was conducted at the end of the semester, and the results of online tasks were collected and analyzed. The results showed that, first, pre-service teachers’ satisfaction with online learning reached 3.61(on a four-point Likert scale) on average and their responses were extremely positive. Further, more than 98% of the pre-service teachers reported their satisfaction with the recorded videos and the real-time classes. However, approximately 57.3% of the pre-service teachers mentioned having experienced stress related to their online tasks, which demanded that instructors consider a systematic plan and implementation regarding the task difficulty. Second, pre-service teachers’ perceptions of online task value, such as, intrinsic value, achievement value, and utility value were reported as being high. The positive perceptions of online task value were highly correlated with the satisfaction with the microteaching and course, as well as confidence. Finally, in the open-question on the necessity of online tasks, pre-service teachers valued video analysis, lesson plan, and discussion in this order. Based on the results of this study, authentic and creative tasks, instructors’ caring, and a new paradigm of online learning for effective online learning design were suggested for successful online learning design.

교사들의 인지적·비인지적 교사학습을 반영한 세계시민교육 교사연수 모형 개발

강정진(Kang, Jung-Jin) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.23

본 연구는 세계시민교육 연수에 참여한 교사들이 연수 기간 동안 어떠한 인지적·비인지적 교사학습을 경험하였는지 사례 분석을 통하여 살펴보는 것이다. 선행연구를 통해 교사연수 모형을 교사학습 중심으로 분류하여 분석하고 각 연수 모형의 특징들을 도출하여 인지적·비인지적 특성을 고려한 교사학습 중심의 교사연수 모형을 개발하였다. 개발된 교사학습 중심의 교사연수 모형을 2차례에 걸쳐 12주 동안 적용한 후(1차 2016.5.1. - 7.15, 2차 2016.9.5. - 11.30), 9명의 현장교사들의 학습 결과물, 연구일지, 온라인 채팅 내용 등을 분석하였다. 분석 결과, 참여 교사들은 인지적·비인지적 교사학습의 과정을 경험하였다. 첫째, 교사들은 인지적 교사학습을 경험하는동안 개인적으로 학습하고 모듈을 개발하는 개인학습, 온·오프라인에서 다른 교사와 협력하여 학습하면서 수업 모듈을 수정 및 발전시키는 사회적 학습, 그리고 수업 적용 후 참여 교사들의 피드백과 개인의 성찰을 통한 성찰적 학습을 경험하였다. 둘째, 교사들의 비인지적 교사학습으로는 공감대 형성을 통한 심리적 안정, 개인의 전문성 신장을 위한 동기 발달, 연구자로서의 참여 의지, 개인의 내·외적 요구 해소 등을 경험하였다. 특히 비인지적 교사학습의 경험은 인지적 교사학습의 효과를 극대화하였으며 연수의 긍정적인 결과를 가져온 것으로 나타났다. 본 연구 결과를 바탕으로 인 지적·비인지적 교사학습을 고려한 교사학습 중심의 교사연수 모형을 제안하였다. The purpose of this study is to investigate the perspective of in-service teachers who attended a professional development program for global citizenship education. From the literature review, teacher professional development programs were analyzed through the lens of the teachers’ learning perspective. Using the characteristics of various models, a professional development model based on teacher-learning was developed and applied. After applying this model, nine participants experiences were analyzed by examining their lesson plans, the researcher’s journals, online conversations, and so on. As a result of the analysis, the participants have experienced cognitive and non-cognitive teacher learning processes. First, while experiencing cognitive teacher learning, participants learned the concept of global citizenship and lesson modules by themselves, developed their knowledge and skills by interacting with other participants through on/offline meetings, and transformed their knowledge and practice by reflecting on their work. Second, the participants also experienced non-cognitive teacher learning, such as stabilizing their emotions, developing their motivations, engaging as researchers, and solving personal needs. Based on the results of this study, a professional development model based on teacher-learning was suggested which considers teachers’ cognitive and non-cognitive perspectives.

초등 영어교사의 사회연결망과 교사학습

강정진(Kang, Jung-Jin) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.2

교사는 학생들에게 새로운 지식을 전달하기 위해 배우기도 하지만, 평생 학습자로서 자신의 전문성을 향상시키기 위해서 끊임없이 노력하며 성장한다. 본 연구의 목적은 끊임없이 관계를 형성하고 배우는 초등 영어교사들의 사회연결망과 그들의 교사학습에 대한 이해이다. 의도적으로 선택한 영어 지도 경력이 5년 미만인 8명의 초등 영어교사들을 대상으로, 학년 초와 학년 말에 두 번의 심층 인터뷰를 실시하였다. 조직 구성원들의 관계 분석에 많이 사용되고 있는 사회연결망 관점을 활용하여 초등 영어교사들의 사회연결망에 대한 경험과 인식 그리고 교사학습을 분석하였다. 분석 결과 초등 영어교사들은 1) 단순하고 형식적, 2) 소극적이고 제한적 3) 과업 중심이 아닌 관계 중심의 사회연결망을 구성하고 있었다. 또한 초등 영어교사들은 관계 형성에 대한 다양한 어려움을 경험하고 있었으며, 제한된 사회연결망 안에서 주로 개인학습에 의존하고 있었다. 참여자들은 사회적 상호학습을 통한 관계 발전이나 전환학습을 통한 전문성 신장을 위한 다양한 사회연결망의 기회와 교사학습의 지원이 부족하다고 하였다. 초등 영어교사의 교사학습과 전문성 지원을 위해 학교 안팎의 교사학습 과정 및 시간 법적 보장, 공식적 사회연결망의 확대, 영어 교과 중심 센터를 활용한 교사지원, 동학년 및 초등 중심의 문화 개선과 수업나눔에 대한 개방성 등을 제안하였다. Teachers learn to teach students new knowledge and practice and grow, as whole life learners, to develop their professionals continually. The purpose of this study is to understand elementary English teachers social network and their teacher learning. For this, eight elementary English teachers were purposefully selected and conducted two depth interviews at different times (at the beginning of and at the end of the school year). By using social network perspective, which has been used for analyzing members relationships and experiences in a given organization, the author analyzed elementary English teachers perceptions and experiences on social network and their teacher learning. As a result of the analysis, the participants constructed 1) simple and formal, 2) passive and limited, and 3) relationship-based social networks. In addition, while the participants experience various challenges, such as the lack of information and communication with others, they relied on their personal learning, such as searching the Internet or studying by themselves. It is said that the participants did not have enough opportunities and support for creating various social networks and for developing their professionals and social relationships. In order for supporting elementary English teachers teacher learning and professional networks, various policies and implications were suggested.

텍스트 마이닝을 활용한 초등 예비교사의 영어 수업분석 관점 탐색

강정진(Kang, Jung-Jin),김종민(Kim, Chong Min) 한국영어교과교육학회 2021 영어교과교육 Vol.20 No.4

This study explores pre-service elementary teachers’ viewpoint on the analysis of English lesson, using text mining. For this purpose, seventy-nine pre-service teachers developed an English lesson analysis instrument by themselves and analyzed one English lesson video using this instrument. The authors analyzed, visualized, and compared the pre-service teachers’ lesson analysis using a text mining method, which was provided in R program. The text mining method shows frequent keywords on pre-service teachers’ educational viewpoint and their interests in the English lesson video. It categorizes eight topics of pre-service teachers’ viewpoint and interests as well as explains the relative comparison conducted by TF-IDF(Term frequency-inverse document frequency). It also drew the semantic networks using bi-gram. Based on the data analysis, pre-service teachers’ viewpoint on the analysis of English lesson analysis is various but unsystematic. Thus, teacher-educators need to design systematic lesson observation and analysis courses and scaffold pre-service teachers’ lesson analysis skills. Future research and the implications of this study, along with various text mining techniques, are suggested.

초등학생의 웹 기반 영어 텍스트 읽기 전략 분석

임옥례(Lim Oak Rae),강정진(Kang Jung Jin) 영상영어교육학회 2016 영상영어교육 (STEM journal) Vol.17 No.3

With the development of the internet, students can access online texts anytime and anywhere. Compared to off-line texts, web-based texts require different reading strategies, such as using sitemaps, hyperlinks, or multimedia. The purpose of this study is to investigate and understand elementary school students’ online reading strategies as they read web-based English texts in the online library. The Online Survey of Reading Strategies (OSORS), which was translated into Korean by authors, was used for this study. After a pilot study, the authors revised the OSORS and conducted a survey to 417 elementary school students. In addition, a second survey and interview were conducted in order to examine some information related to student’s online reading strategies in more detail. Results showed that elementary school students frequently used global and problem-solving strategies in reading web-based English texts. The participants rarely used support strategies because they did not know how to use computer or internet support tools based on their second survey and interview. There were significant relations between online reading strategies and age, gender, students’ English proficiency, and the amount of reading. Based on the findings, some implications were suggested for improving online reading strategies and encouraging a web-based text reading culture.

예비 초등영어교사의 과정중심평가 계획 작성 경험 분석

조규희 ( Jo Kyuhee ),강정진 ( Kang Jung-jin ) 한국외국어대학교 외국어교육연구소 2022 외국어교육연구 Vol.36 No.2

과정중심평가는 학습자의 내실 있는 성장을 도모할 수 있는 평가 패러다임으로 알려져 있다. 초등영어교육에서 과정중심평가의 의미와 내용 고찰을 바탕으로 한 본 연구의 목적은 예비 초등영어교사가 작성한 과정중심평가 계획을 양적으로 분석하고, 해당 활동에서 예비 초등영어교사가 경험한 바를 질적으로 분석하여 학습자 평가 관련 예비교사교육의 함의를 도출하는 것이다. 26명의 예비 초등영어교사가 작성한 과정중심평가 계획 작성 분석 결과 예비교사는 과정중심평가의 핵심 요소를 반영하여 학습자의 종합적 능력을 파악할 수 있는 평가계획을 적절히 수립하였으나, 과정중심평가의 성장참조적 성격을 구체적으로 반영하지는 못하였다. 예비교사 과정중심평가 계획 작성 경험을 질적으로 분석한 결과, 대부분의 예비교사에게 해당 경험은 유의미한 것으로 나타났고, 그 내용은 과정중심 평가 관련 인식, 이해, 기술 및 전문성 신장으로 범주화되었다. 각 범주에 따른 세부 경험은 만족감, 기대감, 우려감 등 복합적인 양상을 보였으며, 그 가운데 예비교사의 학습자 평가 관련 전문성 성찰의 자세가 관찰되었다. 이러한 결과를 종합하여 본 연구에서는 학습자 평가 관련 내용의 구체적 지도, 실천적 활동 제공, 예비교사 개별 지도, 교육실습과의 연계와 같이 영어 교과 과정중심평가 관련 예비교사 교육 방향을 제안하였다. Process-oriented assessment is known as a new paradigm that can promote the substantial growth of learners. Based on the understanding of the concepts of process-oriented assessment in primary English education and for exploring the direction of the education of learner assessment for pre-service teachers, this study aims to quantitatively analyze the results of the plans of process-oriented assessment prepared by 26 pre-service teachers, and to qualitatively analyze the experience of the pre-service teachers in the planning activities. The pre-service teachers effectively planned the process-oriented assessment by considering its core elements, but they could not expressly state the growth-referenced nature of the assessment. Further, most of the pre-service teachers perceived the process as meaningful, and their experience was categorized into their awareness, understanding, skills, and reflection of professionalism related to the process-oriented assessment. Taken together, this study suggested specific directions for pre-service teacher education related to learner assessment.

예비 초등영어교사의 적응적 전문성 신장을 위한 인공지능 챗봇 교육과정 개발

성민창(Sung, Min-Chang),강정진(Kang, Jung-Jin) 한국초등영어교육학회 2020 초등영어교육 Vol.26 No.2

This study reports on an AI chatbot curriculum which was designed for pre-service primary English teachers to improve adaptive expertise. Adaptive expertise enables teachers to envisage pedagogical changes in future class and adapt or improve their teaching approaches and methods. During the fall semester of 2019, nine groups of twenty-six pre-service teachers participated in a series of lectures and workshops and developed two types of English chatbots, each targeting either 3-4 graders or 5-6 graders at primary school. Before and after the implementation of the curriculum, a questionnaire was conducted to examine their adaptive expertise in terms of knowledge, practice, attitude, and willingness. Results indicated that the curriculum was beneficial to their knowledge of, practice in, and attitude to AI chatbot technology for English education, but less effective in reinforcing their willingness to use the AI technology. The effects of the curriculum were further evaluated by the SAMR model (substitution, augmentation, modification, and redefinition), which encompasses multiple levels of pedagogical application of new technology (Puentedura, 2013), and it was found that the curriculum not only enhanced but also transformed learning experiences of the pre-service teachers. These findings lead us to suggest several implications for future research and curriculum design.

제왕절개술 후 복벽 반흔에 발생한 자궁내막증 및 폐실질의 자궁내막증

강무삼 ( Mu Sam Kang ),정원호 ( Won Ho Jung ),강정진 ( Jung Jin Kang ),김문홍 ( Moon Hong Kim ),김성일 ( Seong Il Kim ),최석철 ( Seok Cheol Choi ),유상영 ( Sang Young Ryu ),이경희 ( Kyung Hee Lee ) 대한산부인과학회 2002 Obstetrics & Gynecology Science Vol.45 No.11

Abdominal wall endometriosis secondary to cesarean section is very rare condition, being reported in less than 0.5% of patients undergoing cesarean section. Moreover, parenchymal pulmonary endometriosis is a rare gynecologic problem, characterized by cycl