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Analysis of need for vocational high school teacher's flip learning class

특성화고등학교 교사의 플립러닝 수업을 위한 요구 분석

  • Kim, Min-Ju (Haeundae Technical High School) ;
  • Park, Su-Hong (Division of Education, Pusan National University) ;
  • Kim, Hyo-Jeong (Ddadeutan Educational Community Research Center, Pusan National University)
  • 김민주 (해운대공업고등학교) ;
  • 박수홍 (부산대학교 교육학과) ;
  • 김효정 (부산대학교 따뜻한교육공동체연구센터)
  • Received : 2019.03.29
  • Accepted : 2019.05.03
  • Published : 2019.05.31

Abstract

The purpose of this study is to understand of flipped learning of vocational high school teachers and to provide basic data of teacher training program development that can support flipped learning classes of vocational high school. We conducted surveys and focus group interviews to solve these research problems. The focus group interview is conducted on four flipped learning teachers who participated in the questionnaire. The results of this study are as follows. First, vocational high school teachers only heard the term 'flipped learning', but they did not have much experience in class. Second, it is necessary to learn contents and pre-learning for basic understanding of flipped learning, method of making learning contents of learning materials that focused on students' motivation and interest in the classroom. Also, we needed a method to induce participation in classroom activities, and a compensation method and evaluation method to maintain it. In addition, they requested specific flipped learning instruction procedures and various learning materials at each stage in accordance with the vocational high school situation. Third, I requested training contents and practice - centered training method that can induce interest and motivation as the training management method for the vocational high school teachers' flipped learning classes. In addition, it required step - by - step training according to the understanding level of flipped learning of high school teacher.

본 연구의 목적은 특성화고등학교 교사들이 제시하고 있는 플립러닝이 활용되는데 필요한 요구를 조사하는 데 있으며, 이러한 목적을 달성하기 위한 연구문제는 첫째, 특성화고등학교 교사의 플립러닝에 대한 이해 정도는 어떠한가. 둘째, 특성화고등학교 교사의 플립러닝 수업을 위한 연수 요구사항은 무엇인가 로 선정하였다. 연구문제 해결을 위해 부산의 한 특성화고등학교를 선정하여 설문조사를 통해 플립러닝의 활용실태를 조사하고, 그 결과를 기반으로 실제 A학교에서 플립러닝을 실행하는 교사 4인을 대상으로 포커스그룹 인터뷰를 실시하였다. 연구결과는 다음과 같다. 첫째, 특성화고등학교 교사들은 플립러닝 수업을 실시할 의향은 높으나 플립러닝에 대한 이해와 경험은 부족하다고 느끼고 있었다. 둘째, 특성화고등학교 교사들은 플립러닝의 기본적인 이해를 돕기 위한 연수가 필요하다고 느끼고 있었으며, 플립러닝 사전학습자료 제작부터 수업, 평가까지 전 과정에서 특성화고등학교 학생들의 동기와 흥미 유발 및 유지에 초점을 맞춘 내용이 필요하다고 인식하고 있었다. 셋째, 특성화고등학교 교사의 플립러닝 수업을 위한 연수를 운영한다면, 특성화고등학교 교사의 플립러닝 이해 정도에 따라 단계별 또는 교사들의 요구에 따른 맞춤식 실습 교육이 이루어지도록 운영하여야 한다. 본 연구는 포커스그룹 인터뷰를 기반으로 하는 질적 연구이므로 연구결과를 일반화 하는데 한계가 있다. 그러나 본 연구는 교육현장에서 새로운 수업모형을 도입하고자 할 때 현장 교사들이 가진 구체적인 요구사항을 반영하여 플립러닝을 위한 지원체제와 교원연수 개발에 기초 자료로 활용할 수 있다는 측면에서 의의를 가진다.

Keywords

Table 1. Focus group interview participants

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Table 2. Questions used for focus group interview

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Table 3. The results of the analysis of demand for teacher training contents for vocational high school flip learning lesson: Comparison with previous study

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