유아특수교육교사 양성대학 「현장실습」과목의 효율적 운영을 위한 멘토링 모형 개발 연구 = A Study on the Effective Field-Based Practicum through the Development of Mentoring Model for the Early Childhood Special Education Teacher Education Program

다국어 초록 (Multilingual Abstract)

The purpose of teacher preparation program is to teach students become competent teachers. Becoming a competent teacher is a complex process and needs comprehensive preparations which includes various courses for learning basic theory and content knowledge and systematic field-based practicum and student teaching for observing and experiencing the real practices in the field. Since learning to teach is better learned by doing in the field-based practicum, most teacher preparation program emphasizes the importance of field-based practicum and explores the better ways to improve their field-based practicum. Many teacher educators have been interested and researched the art of mentoring between the cooperating teachers in the field and the practicum students as one of the effective ways of improving practicum program outcomes.
The purpose of this study was to develop a mentoring model for the field-based practicum in early childhood special education teacher preparation program. First, the researchers first examined the problems and challenges in the current field-based practicum and student teaching programs in Korea. Second, the related research on mentoring was analyzed expensively in order to find alternative ways to improve field-based practicum that can be adapted in Korea. Finally, the mentoring model for the field-based practicum in early childhood teacher preparation program was suggested. The mentoring model in this study emphasizes the collaboration among university faculty including professors and supervisors in university, mentor teachers in the field, and the practicum students by utilizing practicum seminar in the university, constant feedback through informal dialogue and practicum conference in the field, the work of supervisors as bridge builders and the use of internet for the open-minded communication.

국문 초록 (Abstract)

교사양성 프로그램의 목적은 유능한 교사가 되도록 학생들을 가르치는 것이다. 대부분의 교사양성 프로그램들은 현장중심 현장실습의 중요성과 현장중심 현장실습 증진을 위한 보다 나은 방법들의 탐색을 강조한다. 많은 교사 교육가들은 멘토링의 기술, 현장 교사간의 협력, 교생실습과 같은 현장실습 프로그램 결과 증진에 효과적인 방법들에 대해 관심을 가지고 연구해왔다. 본 연구의 목적은 유아특수교육 교사 양성 프로그램에서의 현장중심 현장실습을 위한 멘토링 모형 개발이다. 첫째, 연구자들은 먼저 현재 우리나라 현장 실습 및 교육 실습 프로그램의 문제점을 검토하였다. 둘째, 우리나라에 적용하여 현장실습 개선을 할 수 있는 방안 모색을 목적으로 멘토링 관련 선행연구들을 분석하였다. 마지막으로, 유아특수교사 양성 프로그램의 현장중심 실습과목을 위한 멘토링 모델을 제안하였다. 본 연구에서의 멘토링 모형은 교수를 포함한 대학 구성원 대학의 수퍼바이저 현장 멘토교사 간의 협력, 대학의 현장실습 세미나를 통한 교육실습, 현장에서의 격없는 대화와 현장실습 협의회를 통한 지속적인 피드백, 가교자 역할의 수퍼바이저, 열린 의사소통을 위한 인터넷의 활용 등을 강조한다.

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