[논문]초임 중등 과학교사를 위한 협력적 멘토링에서 나타나는 멘토의 멘토링 특징과 멘티의 반성적 실천 사이의 관계

박지훈; 남정희; 강유진; 박종석; 손정우

doi:10.14697/jkase.2019.39.1.115

초임 중등 과학교사를 위한 협력적 멘토링에서 나타나는 멘토의 멘토링 특징과 멘티의 반성적 실천 사이의 관계
The Relationship between Mentor Teachers' Mentoring Characteristics and Mentee Teachers' Reflective Practice in Collaborative Mentoring for Beginning Science Teachers 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.39 no.1, 2019년, pp.115 - 128

박지훈 (부산대학) , 남정희 (부산대학) , 강유진 (부산대학) , 박종석 (경북대학교) , 손정우 (경상대학교)

초록
AI-Helper

이 연구는 협력적 멘토링에서 나타나는 멘토교사의 멘토링 특징과 멘티교사의 반성적 실천 사이의 관계를 분석하고, 이로부터 멘티교사의 반성적 실천을 증진시킬 수 있는 멘토교사의 멘토링 방법을 알아보고자 하였다. 이를 위하여 교직경력 7년 이상의 멘토 4명과 초임중등과학교사 4명을 선정하여 협력적 멘토링 프로그램을 운영하였다. 멘토링 과정에서 수집한 자료들은 멘토 및 멘티 저널, 멘티교사의 5차시 수업 녹화본 및 전사본, 학습지도안, 수업평가지, 일대일 멘토링 녹음 및 전사본, 사전 설문, 중간 설문과 사후 설문, 일대일 멘토링 효과 설문 등이었다. 멘토교사의 멘토링 특징은 멘토교사의 상호작용 방법과 수업 피드백에 의한 지원의 내용과 빈도수로 구분하여 분석하였고, 멘티교사의 반성적 사고는 자발적 반성과 지원에 의한 반성으로 구분하여 분석하였으며, 멘티교사의 반성적 실천은 RTOP을 이용하여 분석하였다. 이 연구를 통해 얻어진 결론은 다음과 같다. 멘티교사의 교수 실행에서의 문제점을 멘티교사 스스로 파악할 수 있도록 대화를 유도하는 멘토교사는 멘티교사의 반성적 실천을 증진시킬 수 있었다. 멘토교사의 반성적 사고 유도 질문은 멘티교사의 자발적 반성을 이끌어 내었으며, 자발적 반성은 멘토교사의 지원에 대한 반성 및 반성적 실천을 증진시켰다. 또한 멘토교사가 수업 피드백을 통한 지원을 제공할 때 멘티교사 스스로 자신의 문제점을 해결할 수 있는 방법을 찾을 수 있도록 조력자의 역할을 할 경우 멘티교사의 반성적 실천을 증진시킬 수 있었다.

Abstract ▼ AI-Helper

The purpose of this study is to analyze the relationship between mentor teachers' mentoring characteristics and mentee teachers' reflective practices and to investigate mentor teachers' mentoring methods to enhance mentee teachers' reflective practices based on the analysis. The participants were four beginning science teachers and four mentors who have more than seven years of teaching experience. This study compiled mentor and mentee teachers' journals, records and transcripts from mentee teachers' five periods of classes, lesson plans, evaluation forms of lessons, one-on-one mentoring records and transcripts, questionnaires conducted before, during, and after the mentoring program, and a questionnaire about the effects of one-on-one mentoring. The mentoring characteristics of mentor teachers were analyzed based on mentor's interaction methods and the contents and frequency of the support based on teaching feedback. Mentee teachers' reflective thinking was analyzed by being categorized as voluntary self-reflections of their classes and reflections on the support provided by mentor teachers. Mentee teachers' reflective practices were analyzed by utilizing RTOP. The conclusions of this study are as follows: Mentor teachers could promote mentee teachers' reflective practices by eliciting conversation that helped mentees perceive problems in their teaching practices. Mentors' questions evoking mentees' reflective thinking could elicit mentees' spontaneous self-reflection, and it led to the enhancement of self-reflection on mentors' support and reflective practices. When mentors offered the support based on teaching practices while playing a role as a facilitator to help mentees identify and solve problems by themselves, mentees' reflective practices could be promoted.

주제어

표/그림 (13)

표 Table 1. Background of each mentoring team member
표 Table 2. List of data collection
표 Table 3. Question contents of Mid/End-questionnaire
표 Table 4. Example of analysis of mentor-mentee interactions
표 Table 5. A framework for mentor’s support the feedback on mentee’s teaching and mentee’s voluntary self-reflection
표 Table 6. Example of analysis on contents and frequency of mentor’s support by the feedback on mentee’s teaching
표 Table 7. Example of analysis of mentee’s voluntary self-reflection
표 Table 8. Example of analysis on mentee’s reflective thinking on mentor’s support
표 Table 9. Overall result of mentor-mentee interactions
표 Table 10. Overall result of analysis on contents and frequency of mentor’s support by the feedback on mentee’s teaching
표 Table 11. Overall result of analysis on mentee’s voluntary self-reflection
표 Table 12. Overall result of analysis on mentee’s reflection on mentor’s support
표 Table 13. A tabulation of analysis on Mentee’s RTOP score

질의응답

핵심어	질문	논문에서 추출한 답변
	멘토링의 여러 가지 제약에는 무엇이 보고되는가?	, 2010a, 2010b), 실제 효과적인 멘토링이 일어나는 데는 여러 가지 제약이 있다고 보고되었다. 멘토링의 효과는 멘토교사의 전문성에 영향을 받으며(Healy & Welchert, 1990), 멘토 전문성이 부족한 멘토교사는 멘티교사를 위하여 충분한 지원을 제공하는 데 실패하여 멘토링 경험이 오히려 교사의 의존성을 높이고 멘토교사와의 갈등을 초래하기도 한다(Cho, 2011; Hobson et al., 2009; Paik & Kim, 2011).
	공교육을 정상화를 위해 무엇이 시행되었는가?	‘공교육 정상화’라는 말이 교육계를 넘어서 우리 사회 전반에서 논의되고 있을 만큼 현재 학교 교육은 여러 가지 문제점을 가지고 있다. 공교육을 정상화하기 위하여 2014년부터 공교육정상화법을 만들어 시행 중이지만 사교육비 지출은 계속 증가하여 2017년 1인당 월평균 사교육비 금액은 역대 최고치를 경신하였다(KOSIS, 2018).이는 법이나 제도만으로는 공교육을 정상화하는 데 한계가 있다는 것을 보여주는 것이며, 공교육 정상화를 위해서는 이러한 제도의 뒷받침 아래 본질적으로 학교 교육의 질을 높이는 것으로부터 출발해야할 것이다.
	초임 교사의 PCK를 증진하기 위한 방법은 어떻다고 하는가?	, & Borko, 1993) 등을 통해서 형성된다고 보고되고 있다. 이는 초임 교사의 PCK를 증진시키는 방법으로 경력교사와의 상호작용과 자신의 교수경험에 대한 반성의 기회를 제공하는 것은 매우 효과적이라는 것을 의미한다. Dewey(1933)는 반성적 사고(refelctivethinking)를 “자신의 신념이나 실천적 행위에 대한 원인 또는 궁극적인 결과를 적극적으로 끈기 있고 신중하게 고려하는 문제 중심적인 사고”로 정의하면서 학습자의 자발적이고 의식적인 과정이라고 하였다.

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저자의 다른 논문 :

표제어: PCR

동의어: Packet Collision Rate

용어 설명 출처 목록 (6)

용어 설명: PCR은 세균 특이성이 있는 primer를 이용하여 적은 수의 세균이 있을지라도 쉽게 검출할 수 있는 유용한 방법이며, 이를 이용하여 구강 내 치면세균막이나 타액에서 직접 세균을 검출할 수 있게 되었다[8].

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저장형식	Text(ASCII format) Excel format RefWorks Direct Export RIS format (for Reference Manager, ProCite, EndNote), Scholar's Aids, Mendeley
메일정보	받는사람 (필수) @ 보내는사람 (선택) @ 제목 내용 KISTI 검색결과 이메일 서비스
안내	총 건의 자료가 검색되었습니다. 다운받으실 자료의 인덱스를 입력하세요. (1-10,000) 검색결과의 순서대로 최대 10,000건 까지 다운로드가 가능합니다. 데이타가 많을 경우 속도가 느려질 수 있습니다.(최대 2~3분 소요) 다운로드 파일은 UTF-8 형태로 저장됩니다. 파일의 내용이 제대로 보이지 않을실 때는 웹브라우저 상단의 보기 -> 인코딩 -> 자동선택 여부를 확인하십시오. ~ Text(ASCII format) Excel format