문제중심학습에 기반한 교직실무수업 사례연구: 교수자와 학습자의 교수·학습 경험을 중심으로

Cases of Problem-Based Learning in Teaching Profession Practice Class: Focus on Teaching·Learning Experiences of Instructor and Learners

이 연구는 B대학교 교직과정 ‘교직실무’ 수업을 PBL에 기반하여 운영하고, 수업 맥락 안에서 겪는 교수학습경험을 구체적으로 분석하는데 목적이 있다. 이를 위해 15 주간 33명 학습자와 1명 교수자의 성찰일지, 수업평가지, 심층면담지, 과제수행자료 등을 수집하여 질적인 방법으로 분석하였다. 연구결과, PBL에 기반한 교직실무 수업 에서 학습자들은 교직에 대한 실제적 이해, PBL을 통한 교육적 효과, 그리고 PBL활 동의 어려움을 극복하는 과정을 통한 성장 등을 경험한 것으로 확인되었다. 교수자는 학습자의 성장과 더불어 학습자간의 갈등 관리, 평가 관리의 어려움을 경험하면서 체계적인 PBL 수업설계와 운영이 중요함을 확인하였다.

This research is case study on the teaching and learning experiences of using problem-based learning. This study aim is to explore the teaching and learning experiences of instructor and learner in teaching profession course using the problem-based learning. The study target were 33 students and 1 instructor who took the Teaching profession practice class in the B university, the PBL was conducted for 9 weeks for two times. This study collected and analyzed the data : learner s reflection journals, interview, course evaluation survey, learning result and observation note of the researchers. The result of this study are as follows: First, learners experienced various educational effects such as self-directed learning skills, acquisition of knowledge, practical skills and abilities, and collaboration. Second, at the same time learners pointed out the flaw such as took a lot of time, the difficulties of cooperation, too many tasks, insufficient time to resolved problem, and miscommunication between members. Third, the role of instructors as helpers was identified as a key success factor for effective PBL. In conclusion, the result of this study might provide useful and practical instructional tips for using PBL instructors, and at the same time contribute to expand use of PBL in more diverse fields of higher education.