유치원 교사의 수업반성을 통한 이야기 나누기 교수행동 변화 탐구

Changes of kindergarten teacher's teaching behaviors based on reflection on large-group discussion activity

본 연구는 이야기 나누기 활동에 대한 수업반성을 통해 교수행동의 변화과정에 대해 살펴봄으로써 이야기 나누기 수업의 질적 개선을 도모하고자 하는 목적으로 수행하였다. 이야기 나누기 활동에 대한 연구자 자신의 수업반성은 총 15주간 매주 3회에 걸쳐서 이루어졌다. 연구자의 수업반성과정은 이야기 나누기에서 요구되는 수업계획과 운영, 동기 유발, 교사의 발문에 관한 긍정적인 교수행동의 변화를 이끌었고, 교사 자신의 자기반성과 타인의 조력을 받은 협력적 반성 모두 수업반성을 하는데 유용하게 적용할 수 있었다.

The study explored the changes of kindergarten teacher's teaching behaviors as a result of on-going process of teacher's own reflection on teaching about large-group discussion. A teacher with thirteen years of teaching experience participated in this study for 15 weeks both as a teacher and researcher. Various materials such as lesson plans, VCR records, transcript records, teacher journals, and other teachers' consulting records were used in the on-going process of teacher's own reflection on teaching. The main results of the research are as follows: Through teacher's own reflection on teaching, teacher's overall prospects regarding large-group discussion had been changed gradually. Also teacher's behavior had been changed dramatically with recursive feedback of various sources. As a result of reconstructing teacher's own curriculum and instruction based on the thorough reflection of large-group discussion activity, children-initiated participation was increased and children's motivation level was enhanced.