Flanders 언어상호작용 분석법을 이용한 농고 교육실습생의 연구수업 분석

Analysis of the Student Teachers Demonstration Instruction Using the Flanders Category System in Vocational Agriculture High School

The purpose of this study was to determine the characteristics of agricultural student teachers demonstration instructions in vocational agriculture high school. The population for this study was 35 student teachers who enrolled in teaching practices of the Dept. of Agricultural & Vocational Education, Seoul National University during the 2002 academic year. All demonstration instructions of 35 student teachers were individually recorded by a video tape as well as a cassette tape during the teaching practice in vocational agriculture high school. All instructions were analyzed using the Flanders category system. Major findings of the study were as follows: In the demonstration instruction, student teachers largely tended to interact with their students by lecturing rather than by accepting feeling and ideas of students or by encouraging students. Working, silence or confusion were more happened in theory-based instruction than in skill-based instruction. The characteristics of the verbal interaction between student teachers and students were varied among groups according to the type of instruction and the teaching practice school but no differences existed among groups according to the subject of certification, teaching grade, instruction time, and evaluation score reported by the supervising or cooperating teacher on the demonstration instruction.