한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제44권5호
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  • Pages.453-471
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  • 2024
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  • 1226-5187(pISSN)
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  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
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개방형 탐구를 지도하는 초임 과학교사의 전문성 성장에 대한 자문화기술지

An Autoethnography on the Professional Growth of a Novice Science Teacher in Open Inquiry Teaching

  • 박기라 (춘천기계공업고등학교) ;
  • 윤희숙 (강원대학교 과학교육학부)
  • Kira Park (Chuncheon Mechanical and Technical High School) ;
  • Heesook Yoon (Division of Science Education, Kangwon National University)
  • 투고 : 2024.07.29
  • 심사 : 2024.10.11
  • 발행 : 2024.10.31
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초록

개방형 탐구에서 교사는 학생들의 어려움을 파악하고 적절한 도움을 제공해 주어야 하지만 과학교사 대부분이 개방형 탐구 지도에 대해 어려움을 겪고 있다. 이에 본 연구에서는 개방형 탐구를 지도하는 초임 과학교사의 전문성 성장에 초점을 맞추어, 2년간 개방형 탐구를 지도한 과학교사의 경험을 자문화기술지로 살펴보고, 이를 바탕으로 개방형 탐구 지도의 어려움, 극복과정, 전문성 성장 과정을 탐색하고자 하였다. 이를 위해 연구자는 자기회상자료, 자기성찰자료, 면접자료, 문화기물자료를 구분하여 수집하였고, 수집한 자료는 포괄적 분석 절차에 따라 분석하였다. 개방형 탐구에서의 전문성은 학생을 대상으로 직접적인 탐구 지도 시 경험하게 되는 교수실행과 관련된 영역, 학생과 교사 자신을 제외한 외부 환경과 관련된 영역, 교사 자신의 내적인 영역 등의 세 영역으로 나누어 볼 수 있었다. 첫째, 연구자는 개방형 탐구 지도교사의 역할에 대한 이해 부족으로 어려움을 겪었고, 지도교사에게 필요한 역량과 자질이 무엇인지 고민하고, 학생들에게 적절한 비계를 제공하기 위해 노력하였다. 이러한 과정을 통해 어려움을 극복하고, 전문성이 성장하게 되었다. 둘째, 동아리 활동 시간부족, 과학실 기자재 부족, 예산 사용의 어려움과 같은 제도적인 제약에 따른 어려움을 겪었고, 이를 극복하기 위해 연구자는 주변의 자원을 파악, 활용하여 학생들이 탐구에 집중할 수 있도록 환경을 조성할 수 있었다. 셋째, 개방형 탐구를 지도하는 과정에서 겪게 되는 내적인 고민과 갈등을 도움 받을 수 있는 지원 시스템이 부재하여 어려움을 겪었고, 과학부장님과의 소통으로 용기와 힘을 얻으며 지도교사로서 효능감을 높일 수 있었다. 연구자에게 개방형 탐구를 지도한 경험은 성장의 밑거름이 되었으며, 2년 후 지도교사로서 성장한 모습을 확인하였다.

In open inquiry, teachers must identify the difficulties of students and provide appropriate help, but most science teachers are struggling with open inquiry guidance. Therefore, this study, using autoethnography, focused on the professional growth of a novice science teacher who guided open inquiry and examined the experiences of a science teacher who guided open inquiry for two years. Based on this, we tried to explore the difficulties of open inquiry guidance, the process of overcoming them, and the process of professional growth. For this purpose, the researcher collected self-recall data, self-reflection data, interview data, and cultural artifacts data, and the collected data was analyzed according to a comprehensive analysis procedure. Teacher expertise in open inquiry instruction could be divided into three areas: areas related to teaching practice experienced during direct inquiry instruction to students, areas related to the external environment excluding students and teachers themselves, and the internal area of the teachers themselves. First, the researcher encountered difficulties due to a lack of understanding of the role of an open inquiry instructor but overcame difficulties and developed professionalism through the process of considering the competencies and qualities necessary for an instructor and making efforts to provide appropriate scaffolding to students. Second, difficulties were experienced due to institutional constraints such as lack of time for club activities, lack of science lab equipment, and difficulty in budgeting. To overcome these issues, researchers identified and utilized surrounding resources to create an environment so that students could focus on inquiry. Third, there was a difficulty due to the lack of a support system to receive internal concerns and conflicts encountered in the process of guiding open inquiry. But through communication with the head science teacher, the researcher was able to gain courage and strength and increase the efficacy as a teacher. The experience of guiding open inquiry served as a foundation for growth, and two years later, the researcher was able to confirm the growth as a teacher.

키워드

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