[논문]생산적 교사학습공동체에서 나타난 반복적 탐구의 유형과 전문적 학습 기회의 특징

양희은; 심수연

doi:10.14697/jkase.2023.43.5.445

[국내논문] 생산적 교사학습공동체에서 나타난 반복적 탐구의 유형과 전문적 학습 기회의 특징
Learning Opportunities in the Discourse of a Productive Professional Learning Community: Focusing on Types of Inquiry Cycles 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.43 no.5, 2023년, pp.445 - 458

양희은 (서울대학교) , 심수연 (서울대학교)

초록
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본 연구에서는 교사공동체에서 논의한 내용을 활발히 교실 실행에 적용하고, 함께 개선 방향을 논의한 뒤, 다시 그것을 실행에 옮기고 성찰하는 '반복적 탐구'를 활발하게 진행한 한 교사학습공동체 사례에 초점을 맞추어, 공동체에서 진행된 반복적 탐구를 유형화하고, 각 유형의 탐구가 교사들에게 어떤 전문적 학습 기회를 제공했는지 탐색하였다. 연구 참여자는 4명의 중학교 과학교사로 이루어진 교사학습공동체이며, 1년 동안 총 12회의 모임을 가졌다. 모임 영상과 녹음 전사본, 사전/사후면담 전사본, 모임에서 공유/개발된 교수학습 자료와 공유 문서, 학생 산출물, 연구자의 필드노트를 질적으로 분석하였다. 연구 결과, 세 가지 유형의 반복적 탐구가 나타났고, 각 유형의 탐구에서 교사의 전문적 학습 기회는 서로 다른 특징을 나타냈다. 첫 번째 유형은 '개별 교수학습 전략에 대한 반복적 탐구'로, 교사들은 특정 교수학습 전략을 적용한 교실 활동을 공동체에 공유하고, 개선 방안을 논의한 뒤, 그것을 다시 실행하고 성찰하는 과정을 반복하였다. 이 유형의 탐구에서는 특정 활동과 관련된 풍부한 경험적 개념이 쌓였고, 이는 교사들의 교실 실행으로 이어지는 자원이 되었다. 두 번째 유형은 '일반적 교수학습 문제를 중심으로 한, 여러 교수학습 전략에 대한 반복적 탐구'로, 교사들은 일반적 교수학습 문제를 제기하고 문제를 다루기 위한 여러 교수학습 전략을 반복 실행하며 문제에 대한 답을 축적해 나갔다. 이 과정에서 문제와 관련된 형식적 개념과 경험적 개념을 아우르는 풍부한 교수법적 개념이 쌓였다. 세번째 유형은 '이론 이해와 적용을 중심으로 한, 여러 교수학습 전략에 대한 반복적 탐구'로, 교사들은 '스토리라인'이라는 교수학습 이론에 대해 함께 탐색하고, 이론을 적용하기 위한 여러 교수학습 전략을 반복 실행하며 이론과 관련된 교수법적 개념과 자원을 축적하였다. 본 연구는 교사학습공동체 활동 및 교사 전문성 발달을 이해하고 지원하는 데 유용한 시사점을 제공할 수 있다.

Abstract ▼ AI-Helper

The purpose of this study was to explore how a professional learning community (PLC) collaboratively engaged in cycles of inquiry focusing on teaching strategies across the PLC and in classrooms. In each inquiry cycle, the teachers engaged in the iterative processes of sharing a teaching strategy that they had employed in classrooms, discussing and revising the strategy together, implementing the revised strategy in classrooms, and reflecting on and revising the strategy again. Specifically, we aimed to categorize the PLC's inquiry cycles and explore the professional learning opportunities that emerged from each type of inquiry. Four middle school science teachers participated in the PLC, and they convened for twelve 90-minute meetings over the course of a year. Their collective goal was to support students' meaningful collaboration in science learning. We qualitatively analyzed the video recordings of the meetings, interviews, artifacts, and field notes. We identified three types of inquiry cycles from the teachers' conversations: 1) separate cycles of inquiry, focusing on individual teaching strategies, 2) multiple cycles of inquiry centered around a problem of practice, and 3) multiple cycles of inquiry centered around understanding and applying a theory of teaching and learning. The first type provided rich lived concepts that the teachers could immediately apply in their classrooms; however, it rarely provided formal concepts applicable beyond specific contexts. In the second and third types of inquiry, the teachers co-constructed various pedagogical concepts by discussing and connecting both formal and lived concepts. This study provides useful implications for understanding and supporting teachers' collaborative learning.

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표/그림 (6)

표 Table 1. Information of four science teachers who participated in the focal professional learning community (PLC) of this study
표 Table 2. Information that the four participating teachers shared in the prior interview: their goals of science education, expectations for the focal professional learning community (PLC), and prior experiences with PLCs
그림 Figure 1. Stages of ‘Inquiry Cycle Type 1'
그림 Figure 2. 'Inquiry Cycle Type 2': Multiple cycles of inquiry on teaching strategies centered around a problem of practice
그림 Figure 3. 'Inquiry Cycle Type 3': Multiple cycles of inquiry on teaching strategies centered around understanding and applying a theory of teaching and learning
그림 Figure 4. How Student 1's answer to the anchoring question of the unit ("How many and what kinds of species live in the ecosystem of our middle school?) evolved over time, as the storyline-based unit unfolded: Student 1's worksheet (1) at the beginning of the unit, (2) in the middle of the unit, and (3) at the end of the unit

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