교원양성대학의 비대면 프로젝트 수업 사례 연구

A Case Study of Non-face-to-face Project Class in Teacher Training Institution

This article is a self-critic study on a project class conducted in undergraduate liberal arts of teacher training institutions. In particular, the focus was on exploring the appropriateness of team project learning and the validity of teaching methods in non-face-to-face class situations. To carry out the team project, seven strategies were applied: appropriate team composition, autonomous topic selection, small group activities and presentations, classes using flipped learning, participation in practice, expansion of communication, and multi-faced evaluation. Regarding this project-based class, most of the students responded in a sympathetic and friendly way, saying that it was a participatory practice experience suitable for the purpose of the lecture. These results are significant in that they have contributed to expand the scope of applicable teaching methods under the limitation of non-face-to-face situations.