미국의 예술분야 예비교사 수행평가를 위해 개발된 edTPA K-12 Performing arts의 내용 분석

An Analysis on the Contents of edTPA K-12 Performing Arts

본 연구는 최근 미국의 예술분야 예비교사 수행 평가를 위해 개발된 edTPA K-12 Performing arts[edTPA-arts]의 내용을 분석하고, 우리나라의 예비교사 평가과정에 주는 시사점을 논의하는것에 목적을 두었다. 이를 위해 본 연구에서는 예비교사가 갖추어야 할 수업전문성과 edTPA의 목적 및 개발 과정에 대해 살펴본 후, edTPA-arts의 구성과 구체적인 내용을 고찰·분석하였다. edTPA-arts는 교실현장을 중심으로 예비교사의 수업수행능력을 양성·평가하는 것에 초점을 맞추고 있으며, 실제적인 수업결과물(artifacts)과 반성적 기록물(commentaries)의 제출을 특징으로 한다. 이와 같은 edTPA-arts는 교실 현장 중심, 학생 배움 중심, 반성적 사고 중심의 교육·평가를 통해 수업전문성을 갖춘 음악예비교사를 양성·선발해야함을 시사한다.

The purpose of this study is to review and analyze the contents of edTPA K-12 Performing Arts [edTPA-arts] developed for pre-service teacher performance assessment in America and to extract suggestions for pre-service teacher assessment in Korea. edTPA is a nationally available performance assessment for pre-service teachers, which has recently been developed and implemented in teacher education programs across America. Specifically, edTPA-arts was developed to measure pre-service teachers`` readiness to teach K-12 Performing Arts (music ·dance·theater). It is composed of three tasks: planning(planning for instruction and assessment), instruction(instructing and engaging students in learning), assessment(assessing student learning). Students learning is placed in the center of this three-step teaching cycle. Upon completion of the three tasks, pre-service teachers have to submit artifacts and commentaries. Artifacts include authentic works like video clips of their teaching, lesson plans, assessment materials, student sample works, etc. Commentaries are written to explain and reflect on their own teaching and student learning. From edTPA-arts, suggestions for pre-service teacher assessment in Korea can be extracted as follows: First, pre-service teacher assessment could be based on authentic works in the classroom for assessing what pre-service teachers actually do in authentic teaching situation. Second, it could focuse on student learning: pre-service teachers could demonstrate impacts on student learning as the results fo classroom process. Third, it could put emphasis on developing pre-service teachers`` reflective thinking as a basis for improving teaching professionalism.