웹 토론방을 통한 수업사례토론에서 유아교사의 사고과정 및 자기 조절 학습능력에 관한 연구 = Using Case Discussion Through Web-BBS(Bulletin Boards System) to Ascertain the Dependency of Early Childhood Teachers' Reflective Thinking Processes on Self-regulated Learning Levels

국문 초록 (Abstract)

본 연구의 목적은 웹 토론방에서 수업사례 토론에 나타난 유아교사의 반성적 사고과정의 수준과 실천적 지식이 어떠한지를 알아보고 자기 조절 학습수준에 따라 위의 두 가지 변인이 어떻게 다른지를 분석하여 교사교육에서 웹 토론방 활용 시 고려해야 할 점을 알아보는 것이다. 8주간의 웹 사이트를 운영한 후 20명의 교사들로부터 얻은 메시지를 분석하였다. 연구결과 자기 조절 학습수준에 따라 반성적 사고과정의 수준과 실천적 지식의 전략에 차이가 있었다. 이를 통해 전문교사에게 요구되는 반성적 사고와 실천적 지시, 자기 조절 학습능력간에 관련이 있음을 알 수 있다.

다국어 초록 (Multilingual Abstract)

This study investigates the levels of early childhood teachers' reflective thinking processes and the formation of practical knowledge as ascertained by the case discussion process. It seeks to analyze how the levels of the reflective thinking processes and the strategies of practical knowledge are dependent upon self-regulated learning levels. Integral to the questions of the study is the use of the Web-BBS as a means to facilitate the interaction of reflection, practical knowledge and self-regulation through Web discussion. The following research questions are posed: 1) How do the levels of reflective thinking processes develop and advance for early childhood teachers? 2) How does the practical knowledge of early childhood teachers develop? 3) How does a self-regulated learning level of early childhood teachers operate? 4) How are the levels of the reflective thinking process and practical knowledge dependent upon early childhood teachers' self-regulated learning levels? Twenty kindergarten teachers were the subjects in this study. Of the cases adapted for this study, 8 were selected based on case study development standards. The findings of this study reveal that there are some differences in the levels of the reflective thinking processes and that these levels, as well as strategies of practical knowledge, are dependent upon individual self-regulated learning levels.