Journal of Educational Research in Mathematics (대한수학교육학회지:수학교육학연구)

The Korea Society of Educational Studies in Mathematics (대한수학교육학회)
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Beyond the Certifier of Right or Wrong Answer: What and How Could Pre-Service Teachers Learn from a Lesson Observation Course?

맞다 틀리다의 단순한 심판을 넘어: 예비교사들은 수업관찰을 통하여 무엇을 어떻게 배울 수 있었는가?

  • Received : 2015.10.12
  • Accepted : 2015.11.16
  • Published : 2015.11.30
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Abstract

Reflecting on own beliefs about teaching and learning, developed during "the apprenticeship of observation", is a central task for pre-service years. This case study analysed a lesson observation course which could identify, challenge pre-service teachers' folk pedagogy about classroom communications and induce to change of beliefs about teaching and learning. Our analysis shows that targeting and refuting pre-service teachers' specific belief may be an effective strategy for teacher educators to foster new teaching practice.

관찰의 도제경험으로 형성한 교수 학습신념의 반성은 예비교사기간의 중요한 과제이다. 이 연구는 교사가 정답과 오답의 여부를 판단해주어야만 한다는 예비교사들의 교실대화에 대한 통상적인 교수관을 표면화하고 도전했으며, 결과적으로 교수 학습신념의 반성과 변화를 유도했던 수업관찰강의의 구체적인 과정과 결과를 분석하였다. 이 사례연구는 예비교사교육에서 새로운 교수관행을 육성하기 위하여, 교사교육자가 예비교사의 구체적인 교수신념을 표면화하고 이를 수업관찰과 텍스트 등을 이용하여 동요시키고 논박하는 것이 효과적인 전략이 될 수 있음을 보여주고 있다.

Keywords

References

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