소집단별 수업계획과 반성저널 쓰기가 예비교사의 수업에 대한 반성 정도에 미치는 영향

Effects of Small Group Lesson Planning and Reflective Journal Writing upon Pre-Service Teachers Degree of Reflection on Instruction

이 연구는 예비교사들이 소집단별로 수업을 계획하고, 시연하고, 동료의 수업을 평가하고, 반성저널을 쓰는 등의 반성촉진활동을 경험할 때 수업에 대한 반성의 정도(고민의 정도)가 변화하는지를 준실험(이질통제집단설계)을 통하여 검증하였다. 사전 사후 검사를 위해 학기 초와 말에 한 시간 분량의 수업을 계획한 후, 수업계획 중 고민한 문제에 대해 그 정도를 5단계 척도에 따라 답하게 하였다. 반성촉진활동의 효과를 재는 기준변인(고민한 문제)은 선행연구를 참조하여 9개 대범주, 46개의 하위범주로 구성하였다. 반성의 효과는 공변량분석으로 검증하였다. 연구결과 첫째, 소집단별 수업계획과 반성저널 쓰기는 반성 정도에 영향을 미쳤다. 둘째, 영향은 종속변인의 하위주제에 따라 달랐다.

This experiment investigated the effects of reflective activities such as small group lesson planning and journal writing upon pre-service teachers degree and content of reflection on instruction through nonequivalent control group design. Experiment group and control group were consisted of 33 and 29 pre-service teachers respectively. Experiment group was taught four teaching methods using direct instruction method, small group instructional planning and reflective journal writing while control group was taught by the same way except that the individual instructional planning was adopted and reflective journal writing was deleted. 5-scale Lickert measure was administered to measure the degree of reflection right after pre-service teachers planned an hour long lesson at the beginning and the end of the semester. Five question to guide reflection were provided for journal writing. A Check list constituted of 46 topics to consider for instructional planning was adopted to measure the degree of reflection. Covariance analysis was administered to test difference in reflection between groups. Results were as follows: Firstly, experiment showed effect of reflection upon the degree of reflection over all. Secondary, effects were varied upon the topics of reflection. More research is needed to find the reasons why the effects vary and what could be done to increase the effect.