초록

AI-Helper

본 연구는 유아교사의 이야기나누기 활동에 나타난 반성적 사고과정과 반성적 사고 과정 시 문제 상황을 인식하는 단서와 단서의 해석 시 사용하는 지식을 밝히고자 5명의 현직교사를 대상으로 4가지의 반성적 사고경험(저널쓰기, 자기-반성적 사고, 동료장학에 의한 반성적 사고, 개별 장학)을 제공한 후 그 과저에서 나타나는 반성적 사고과정을 분석하였다. 그 결과 유아교사의 반성적 사고과정은 단서인식하기, 시도하기 보완하기의 과정으로 나타났고, 자신의 교수활동에 교육학적 지식을 통합시키려는 변화와 관점의 변화가 나타났다. 또한 교사들은 "유아의 시선과 반응"을 단서로 반성적 사고를 하였고, 경력이 많은 교사들은 더 많은 단서로 반성적 사고를 하고 있었다. 단서를 해석하는데 사용한 지식은 교사 자신과 유아, 교육학적 지식, 교육내용, 사회적 맥락에 대한 지식이었다.

Abstract ▼ AI-Helper

The purpose of this study was to explore the reflecting thinking process of the kindergarten teachers. The research questions for this study were as follows. 1. What are the reflecting thinking process of the kindergarten teachers? 2. Were there some differences between experienced teachers and novi...

The purpose of this study was to explore the reflecting thinking process of the kindergarten teachers. The research questions for this study were as follows. 1. What are the reflecting thinking process of the kindergarten teachers? 2. Were there some differences between experienced teachers and novice teachers, in using the source of reflective information? 3. What kind of knowledge does the kindergarten teacher use in interpreting the reflective information as sources? Five kindergarten teachers were participated. They were asked to write journals, self-reflective thinking about their teaching. And they were supervised about their teaching using the video tapes with the supervisor and colleagues. The findings in this study were as follows. The study found that reflecting thinking process of the kindergarten teachers showed recognizing the source of reflective information, trying to practice the decision, and fixing the action the during the reflective experiences. There were some differences between experienced teachers and novice teachers, in using the source of reflective information. Experienced teachers seemed to use more reflective informations than others. The teacher used their knowledge about self, children, pedagogy, curriculum in class and social context in interpreting the reflective information as sources.

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