예비교사들이 지각하는 학습자의 실수의 개념화

국문 초록 (Abstract)

교사의 암묵적인 태도는 학습자의 성취와 행동을 예견하는 중요변인으로 간주된다. 교실 내 대화를 통한 일상적 형태로 전해지는 교사의 생각이 자연스럽게 학생의 암묵적 지식에 영향을 미치게 되는 것이다. 본 연구에서는 이러한 사실에 기초하여 실수가 가지는 교육적 가치를 학습상황에 적극적으로 활용하기 위해 학생들의 긍정적 실수인식에 영향을 미치는 교사의 실수에 대한 인식에 관심을 두었다. 구체적으로 실수가 가지는 교육적 가치를 학습상황에 적극적으로 활용하기 위해 교사들의 의견 수렴으로부터 시작하여 예비교사들이 학생들의 실수에 대해 가지는 인식을 탐색하였다. 이를 교사의 실수에 대한 인식을 확인하는 척도 개발의 기초자료로 활용하였다. 즉, 학습상황에서 불가피하게 경험하는 실수에 초점을 두어 교사들이 인식하고 있는 실수발생원인은 무엇이며, 실수를 범하는 학생들의 특성은 유형화될 수 있는지, 그리고 실수가 교사와 학생 각각에 미치는 긍정적 및 부정적 역할은 무엇인지를 알아보고자 하였다. 먼저 심층 설문을 통해 수집된 현직 교사가 지각하는 실수발생원인, 실수발생특성 및 실수의 역할에 대해 합의적 질적 연구방법(CQR)을 활용하여 내용분석을 한 후, 전문가 및 교사 집단의 평정을 통해 160문항을 추출하였다. 이를 422명의 예비교사에게 설문조사를 하고 탐색적 및 확인적 요인분석을 거쳐 총 141문항을 도출하였다. 설문문항을 실수발생원인 50문항(개인/환경), 실수발생특성 39문항(개인/환경), 실수의 역할 52문항(개인/교사, 긍정/부정)으로 구분하여 예비교사들의 실수에 대한 인식을 살펴보았다. 도출된 결과는 새로운 척도 개발을 위한 기초자료로서, 교육 현장에서의 시사점을 논의하였다

다국어 초록 (Multilingual Abstract)

Teachers’ perception is considered as an important variable which predicts learners’ achievement and behavior. That’s because teacher’s belief and attitude can be delivered by conscious and unconscious responses in teacher-students interaction, classroom instructional practices and so on, which constitute classroom climate. Therefore, the research explored pre-teachers’ perception including implicit knowledge on the causes of error, the characteristics of student who frequently makes error, and positive and negative effects of error to enhance the positive educational value of error in learning context. The study of open-ended questionnaire of 18 in-service teachers was conducted to identify teachers’ implicit beliefs of error in general learning circumstance. at the preliminary level. The data was analyzed by Consensual Qualitative Research (CQR) and 160 items of the causes of error, characteristics of students who frequently makes error, and the roles of error in learning were selected. As a result of exploratory and confirmatory factor analysis on selected 160 items, 141 items(causes of error 50 items, characteristics of student who frequently makes error 39 items, and roles of error 52 items) were finalized by 422 pre-service teachers in South Korea. The results of construct validation will be applied to develop new error scale and to improve education field regarding to error.

목차 (Table of Contents)

• 〈요약〉
• Ⅰ. 서론
• Ⅱ. 연구방법
• Ⅲ. 연구결과
• Ⅳ. 논의 및 결론
• 참고문헌
• Abstract

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