[논문]교육실습에서 과학수업의 관찰과 개선을 위한 KTOP (Korean Teaching Observation Protocol)의 활용

김수정; 박종원

doi:10.14697/jkase.2017.37.6.961

교육실습에서 과학수업의 관찰과 개선을 위한 KTOP (Korean Teaching Observation Protocol)의 활용
Application of the KTOP (Korean Teaching Observation Protocol) for Observing and Improving Science Teaching in Teaching Practicum 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.6, 2017년, pp.961 - 970

초록
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본 연구에서는 KTOP (Korean Teaching Observation Protocol)을 과학과 교육실습에 적용하여 예비교사들의 수업 개선을 위한 과정을 돕고자 하였다. 4명의 예비교사와 지도교사가 KTOP을 이용하여 수업을 관찰, 분석하고, 협의 과정을 통해 다음 수업을 개선하는 과정으로 교육실습을 실시하였다. 그 결과, 예비교사들은 KTOP에 의한 수업분석 결과에 기초하여 협의 활동을 하여 KTOP이 예비교사들의 수업 개선에 실제적인 안내역할을 한다는 것을 알 수 있었다. 또 KTOP을 이용한 협의 활동이 다음 수업의 개선에도 도움을 주는 것을 볼 수 있었다. 그러나 보다 더 효과적인 수업 개선을 위해서는 더 많은 반복적인 적용이 필요하다는 것도 추론할 수 있었다. 교육실습과정에 대한 관찰과 면담, 설문을 통해 KTOP이 보다 더 효율적으로 활용되기 위해, 교사는 KTOP 활용에 대한 확신을 갖고 학생 중심의 수업이 되기 위해 노력하는 것이 필요하고, KTOP의 항목수를 줄이고, KTOP의 양식을 좀 더 편리하게 수정할 필요가 있음을 알 수 있었다. 그리고 학생들에게 학습이란 자기 주도적으로 수행되어야 한다는 인식을 갖도록 노력할 필요가 있다는 것도 추론할 수 있었다.

Abstract ▼ AI-Helper

In this study, KTOP (Korean Teaching Observation Protocol) was applied to teaching practicum for improving pre-service teachers' science teaching. To do this, four pre-service teachers and supervisor teacher observed and analyzed the lessons using the KTOP, and tried to improve he succeeding lessons through collaboration activities. As a result, the pre-service teachers conducted the collaboration activities based on the lesson analysis using the KTOP, therefore it was concluded that the KTOP took a practical role of guidance for improving pre-service science teachers' teaching. And it was found that the collaboration activities using the KTOP helped the improvement of the succeeding lesson, however, more iterative application is necessary for more effective improvement of teaching. Based on the analysis of questionnaire, observation, and interview, it was found that pre-service teachers need to be confident about the use of the KTOP and strive to become a student-centered lesson. And, the KTOP needs to be modified by reducing the number of items and as a more convenient form. Finally, it was inferred that we need to give an effort to help students recognize that learning should be self-directed.

주제어

질의응답

핵심어	질문	논문에서 추출한 답변
	KTOP란?	KTOP은 과학수업을 관찰하면서 개선할 점을 추출하기 위한 관찰 및 분석 도구로(Park et al., 2014), 기본철학, 학습목표, 활동, 평가의 4개 대범주와 10개의 중범주로 구분되어 있다. 그리고 세부적으로는 30개의 소항목으로 구성되어 있다.
	KTOP은 어떠한 기본틀로 활용될 수 있는가	특히 Park et al. (2015) 등은 과학 수업에 특화하여 수업을 관찰하고 개선하기 위한 분석틀로 KTOP (Korean Teaching Observation Protocol)을 개발한 바 있어, KTOP이 예비교사들에게 과학수업의 어떤 부분을 집중하여 관찰하고, 어떤 부분에서 지도 능력을 계발해야 하는지를 안내해 주는 기본틀로 활용될 수 있다
	교사들이 이론적 교육원리와 지도전략들을 잘 알고 있다고 해서, 그것들을 실제 학습지도 상황에서 효과적으로 잘 적용할 수 있는 것은 아닌 이유는?	, 2013). 그러나 교육이론과 학습지도 전략들이 종종 너무 이론적이어서 실제와의 연관성이 떨어지는 경우가 많다(Vick, 2006). 또한 실제 학습 지도 상황에는 매우 많은 요인들이 복합적으로 포함되어 있어서(Hoban, 2005), 교육이론과 학습지도 전략을 그대로 실제 수업 상황에 적용하는 데에 한계도 있다(Clark & Lampart, 1986). 따라서 교사들이 이론적 교육원리와 지도전략들을 잘 알고 있다고 해서, 그것들을 실제 학습지도 상황에서 효과적으로 잘 적용할 수 있는 것은 아니다(De Corte, 2000; Loughran, Berry, & Mulhall, 2006, p.

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