딜레마 토론을 활용한 협동학습에서의 도덕적 민감성 연구

다국어 초록 (Multilingual Abstract)

The purpose of the study is to explore the moral sensitivity of pre-service teachers in cooperative learning using dilemma discussion. The study also provides empirical evidence in order to develop educational programs for improving the morality of pre-service teachers. Major components of cooperative learning are applied to the class including discussions and jigsaw activities. The participants in the study were 46 students enrolled in the College of Education, from a university located in a metropolitan city. The results of the study highlighted several areas of interest. Firstly, two moral dilemmas were chosen for the dilemma discussion in cooperative learning. One dilemma was based on a teacher cutting in line. This may seem like a trivial situation but this can be problematic in the moral domain. The other involved a teacher’s prejudice and discrimination to serve as severe moral problem. In both cases, three aspects of moral sensitivity appeared: cognition of the situation’s moral aspect, consideration of the impact on others, and responsibility ethics. Secondly, pre-service teachers’ moral sensitivity improves in the process of dilemma discussion. Thirdly, through interaction in the dilemma discussion, the extension of indirect experience, an increase in
awareness of diversity, flexibility, and elaboration of cognition, and emotional security all appeared. This study is significant in that the utility of cooperative learning is discussed as a teaching-learning model to improve pre-service morality. Finally, educational implications and suggestions for future studies are addressed.