대학과 교실현장이 연계된 교육실습

Student Teaching Experience That Connects Universities to Art Classrooms in the U.S.

본고는 미술교사 양성에 있어서 중요한 교육실습을 연구자가 속한 미국 대학에서의 지도 경험을 바탕으로 보고하였다. 미술교육과 학생들의 현장에서의 교육실습을 의미있는 경험으로 교단에 설수 있도록 돕기 위하여 1) 반성적 사고를 통한 글쓰기, 2) 교육실습 현장의 방문을 통한 평가와 지도조언, 3) 교육현장과 대학의 협력을 통한 교육실습의 세 가지 방안을 제시하였다. 예비교사, 교육실습 담당교사와의 대화와 학교현장 방문을 통해서 연구자는 대학에서의 보다 폭넓은 미술교육 교육과정의 제공과 대학이 적극적으로 참여하는 집중적 교육 실습의 중요성에 대하여 논하였다.

Preservice art education is a significant part in the field of art education. Especially, student teaching experience is considered the final phase from students to teachers. I used action research methods to describe the courses that I taught. Action research is conducted by practitioners and data is collected from the field to improve the field. This study focuses on the student teaching experience that I supervised for the art education program. This field experience helps prior training relevant and makes preservice teachers confident in teaching their class. In order to prepare future art teachers, I suggested three ways that guide preservice teachers to strengthen student teaching experience. First reflection in student teacher s perceptions of their professional development was discussed using journals on the Web. Through weekly reading and writing on challenges and successes in their teaching, preservice teachers were involved in critical reflection. As a supervising professor of student teaching, I made comments on students writing. Also student teachers came to the campus and participated in the seminar. In this way, we shared our concerns about discipline issues, art classroom management, art content, the relationship with their students, and instructional strategies. Second, classroom visits and observation were made to provide feedback and evaluate student teachers teaching. I visited student teachers classroom four times during the semester. I talked with the cooperating teachers about the student teachers progress in teaching. I discussed detailed guidelines and role of university supervising professors and cooperating teachers. Collaboration among teacher education programs, preservice and practicing teachers, and teacher educators is important to enable preservice teachers to have meaningful student teaching experience. Finally, I stated the significance of connection to art education preparation in universities and the art classroom. To assist beginning teachers in refining their knowledge about art and instructional strategies, more art education course work to translate what they have learned about art in university courses for use in the K-12 classrooms would be necessary. Teacher educators need to provide preservice teachers with diverse art education curricula to deepen what they know about art and contemporary theory and to adapt it to classroom practice.