온라인 VTS 수업을 경험한 예비교사들의 대화 및 글쓰기에 나타난 비판적 사고력 변화 탐구

다국어 초록 (Multilingual Abstract)

This study explored the changes in pre-service teachers’ critical thinking skills through online Visual Thinking Strategies (VTS) sessions. Fifteen pre-service teachers from a university in the metropolitan area participated in online VTS art appreciation sessions. Pre- and post-writing samples, along with class transcripts and chat data, were qualitatively analyzed. The findings revealed that participants’ dialogues and writings shifted from simple observations to an increased presence of supported observations, speculation, and elaboration or revision. Through processes of empathy, supplementation, transformation, and critical acceptance, they coordinated multiple perspectives and deepened their thinking. In this process, the claim-evidence-justification structure was strengthened, and reflections on social and ethical contexts emerged. These results suggest that online VTS transforms writing into a space for collaborative meaning-making and serves as an effective instructional structure for fostering critical thinking.