예비교사들의 강의 중 Mind Wandering 경험과 인식에 대한 질적 연구

Pre-Service Teachers' Experiences and Perceptions of Mind Wandering During Lectures: Insights from a Qualitative Study

This study delved into the experiences and perceptions of mind wandering during university lectures among 10 pre-service teachers enrolled in teacher training university as of 2023. The findings provided insights into why participants attended lectures and illuminated the nature of their mind wandering experiences. The study categorizes these findings into three main themes to understand the role of mind wandering in education. Firstly, pre-service teachers were primarily motivated to listen attentively to lectures with the aim of passing certification exams. Secondly, despite various motivations for attending lectures, pre-service teachers experienced mind wandering both intentionally and unintentionally during these sessions. Thirdly, factors influencing mind wandering during lectures, as perceived by pre-service teachers, included the lecturer's style, teaching methods, classroom environment, and individual learner situations. Fourthly, pre-service teachers acknowledged that while mind wandering presented challenges to achieving learning objectives, it also stimulated thoughts relevant to learning, thus contributing positively to the learning process. Fifthly, pre-service teachers considered mind wandering an inevitable aspect of classroom sessions, highlighting the need for teachers' efforts to engage students and mitigate the negative impacts of mind wandering on learning. These insights into pre-service teachers' experiences and perceptions of mind wandering can be valuable in enhancing lectures in teacher training colleges and understanding how pre-service teachers view mind wandering.