유아교육실습 시 e-멘토링에 참여한 실습지도교수와 실습생의 경험 및 관계 = Analyzing the participation of an instructing professor and student teachers in an e-mentoring program conducted during student teaching

다국어 초록 (Multilingual Abstract)

This study aims to qualitatively analyze the participation of a mentor instruction professor and mentee student teachers engaged in an e-mentoring program provided during their student teaching period. The study involves 43 senior-year students (the mentees) who attended a Student Teaching course during the 2010 spring semester and their mentor, the professor of the Student Teaching course. The e-mentoring program operated for a total of 6 weeks between the 4th week of April and 1st week of June 2010. The e-mentoring was organized into 8 teams, each team consisting of 5 to 8 student teachers and an instructing professor. Each team`s off- and on-line discussion data, researcher notes, student teachers` reflective journals and other related data were collected and analyzed. The findings show that the student teachers developed a sense of confidence as prospective teachers and demonstrated efforts to objectively analyze their own instructions to reinforce their reflective thinking. The instructing professor learned more about the experiences of the student teachers and gained a deeper understanding of the field situation. On the other hand, the professor was challenged in participating in all of the on-line discussions with each team, once every 1 to 2 weeks per team. The participants created mutual trust based on close relationships and encouraging each other; they learned together with peer student teachers through dialog and discussion, and enabled mentor-mentee collaboration. The findings of this study indicate that e-mentoring is an efficient teaching tool for enhancing the professionalism of instructing professors and student teachers.

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