탐구 멘토링 프로그램에서 예비 과학교사들이 겪은 어려움 = Pre-service Science Teachers` Difficulties in the Inquiry Mentoring Program

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate pre-service science teachers` difficulties in the “inquiry mentoring” program, which was developed to improve pre-service science teachers` inquiry teaching ability. For this study, I developed the “inquiry mentoring” program in which pre-service science teachers taught high school students. This program was adapted for 2.5 months, and 45 pre-service science teachers participated and taught 44 high school students. During this program, pre-service science teachers kept “mentor diaries” and wrote “mentoring reports” at the end of the program. Interviews were conducted with all pre-service science teachers. Results are as follows: first, preservice science teachers thought that the difficulties in inquiry mentoring resulted from their inadequacy (mentor factor) than students` inadequacy (mentee factor). Second, pre-service science teachers perceived their lack of cognitive ability, inquiry ability and teaching ability as a mentor factor. Third, pre-service science teachers thought that they had difficulties in students` differences and lack of activity as a mentee factor. Fourth, they described difficulties caused by emotional distance as well as physical distance as an interaction factor. They also mentioned the difficulties related to teaching range and online interaction. Fifth, pre-service science teachers expressed a sense of frustration with the inquiry environment. Additionally, some implications were discussed for pre-service science teacher education through the “inquiry mentoring” program.

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