수업컨설팅을 통한 수업개선 방향: 대학 수업컨설팅 성찰 사례를 중심으로 = Directions for Class Improvement through Instructional Consulting: Focusing on Reflective Cases of University Instructional Consulting

국문 초록 (Abstract)

본 연구는 대학에서 수업컨설팅 성찰을 통해 교수자가 자신의 수업에서 발생하는 개별적인 문제들을 깊이 들여다보는 동시에 컨설턴트의 체계적인 방법을 토대로 객관적으로 수업을 바라보며 개선할 수 있도록 방향을 제시하고자 한다. 본 연구의 목적은 수업컨설팅 성찰일지를 통해 수업의 강점, 개선점, 수업개선 방법(전략)을 분석하여 교수자 스스로 수업 개선에 적용할 수 있는 방법을 도출하는데 목적이 있다. 연구결과를 도출하기 위해 수업컨설팅에 참여한 교수자 56명의 성찰일지를 분석하였다. 연구결과를 살펴보면, 수업컨설팅은 교수자의 수업 개선에 도움이 되었으며 특히 컨설턴트의 객관적인 피드백이 유용하였음을 알 수 있다. 교수자들이 생각하는 수업의 주요 강점은 학습자의 적극적인 참여(23.88%)와 교수자의 전문성(21.64%)이었다. 반면, 가장 필요하다고 생각하는 개선점으로는 학습자 참여형 활동의 적용(26.05%)과 수업 난이도의 적절한 조절(20.17%)이 도출되었다. 또한, 수업 개선을 위한 가장 효과적인 전략으로는 학습자 중심의 수업 설계(30.94%)와 학습 흥미 유발 및 동기 부여(16.55%)가 제시되었다. 수업컨설팅 참여 후 교과목의 강의평가 점수는 평균 1.33점 상승하였으며, 이는 통계적으로 유의미한 결과(t=-2.15, p<0.05)로 나타났다. 교수자들이 자신의 수업을 지속적으로 성찰하고 개선하기 위해서는 구체적인 수업 개선 전략 제시와 지속적인 노력이 필요함을 알 수 있다. 본 연구에서는 수업컨설팅 성찰일지 분석을 통해 교수자 스스로 수업 개선 방안을 찾고, 실제 수업에 개선 방법들을 적용하려면 어떤 노력이 필요한지 제언 하였다는데 의의가 있다.

다국어 초록 (Multilingual Abstract)

This study aims to provide directions for improving classes by allowing professors to deeply examine individual problems occurring in their classes through instructional consulting reflection at universities while objectively looking at classes based on the consultant's systematic method. This study aims to analyze the strengths, areas for improvement, and class improvement methods (strategies) of classes through instructional consulting reflection journals and to derive methods for professors to apply to class improvement themselves. The reflection journals of 56 professors who participated in class consulting were analyzed to derive the research results. The research results show that instructional consulting helped professors improve their classes, and the objective feedback from the consultant was beneficial. The main strengths of classes that professors thought were the active participation of learners (23.88%) and the professionalism of professors (21.64%). On the other hand, the most necessary areas for improvement were the application of learner-participatory activities (26.05%) and appropriate adjustment of class difficulty (20.17%). In addition, learner-centered lesson design (30.94%) and inducing learning interest and motivation (16.55%) were suggested as the most effective strategies for improving classes. After participating in instructional consulting, the course evaluation score of the subject increased by an average of 1.33 points, which was a statistically significant result (t=-2.15, p<0.05). The significance of this study lies in presenting specific plans for instructors to continuously reflect on and improve their classes. Continuous efforts by instructors are necessary for these improvement plans to be effectively applied to actual classes. The significance lies in the fact that through the analysis of instructional consulting reflection journals, instructors could find ways to improve their classes on their own and suggest what efforts are needed to apply the improvement methods to actual classes.

참고문헌 (Reference)

• 1 박상현, "The Reality of Teaching Consulting and Its Deconstruction" 33 (33): 87-105, 2011
• 2 심미자, "The Exploration on New Direction of Consulting for Good Teaching" 29 (29): 371-396, 2012
• 3 H. R. Kim, "The Experience of Newly Appointed Teachers’ Self-Examination of Their Own Classes" Gwangju National University of Education 2016
• 4 정다솜 ; 이미자, "Teacher’s Self Instructional Consulting Experience : Using the Learning Motivation Strategy Analysis tools" 35 (35): 905-934, 2019
• 5 신종호, "Study on formative peer review of teaching program in higher education" 31 (31): 371-398, 2014
• 6 B. Jo, "Professor Jo Byeok's class consulting" Haenam Publishing 2013
• 7 오영범 ; 강정찬 ; 이상수, "Practice principles for instructional consultation : Using design-based research" 31 (31): 131-160, 2014
• 8 Dewey, J, "How we think" D.C. Health and Co 1933
• 9 이상수, "Exploring a Self-Consultation Model of Instruction for Continuous Instructional Improvement" 26 (26): 17-42, 2016
• 10 이명순, "Exploring Early Childhood Education Instructors’ Experiences with Instructional Consulting" 23 (23): 29-51, 2019
• 11 신종호 ; 홍성연, "Exploration of peer review of teaching program in higher education" 30 (30): 201-230, 2013
• 12 최미영, "Elementary School Teachers’ Experience and Perception on Peer Instructional Consulting in Music" 4 (4): 119-141, 2019
• 13 윤성호 ; 김주은, "Effectiveness Validation of Peer Class Consulting Program Based on Class Composition Analysis at K-Institute of Technology" 26 (26): 3-11, 2023
• 14 이지은, "College Faculty's Perception of Successful Instruction and Their Reflection-in-Action" 25 (25): 127-146, 2013
• 15 유정아, "Analyzing the Effectiveness of University Instructional Consultation and Exploring the Possibilities" 11 (11): 531-544, 2020
• 16 박금주, "Analysis of Class Improvement and Class Type of Lecturers who Participated in Teaching Consulting" 22 (22): 638-644, 2021
• 17 유정아, "A case study on the application for teaching improvement program of university faculty at C university" 26 (26): 343-367, 2009
• 18 조지혜 ; 박준명, "A Study on the Improvement of University Classes for New Faculty Members through the Lecture Improvement Consulting Program" 8 (8): 785-796, 2024
• 19 M. W. Kim, "A Study on the Development of Self-Consultation Model and Analytical Tools of Instruction based on Practical Reflection" Incheon National University 2021
• 20 장선영, "A Case Study on Peer Instructional Consulting Program in Higher Education" 33 (33): 455-482, 2017
• 21 T. S. Kim, "(The) effects of teacher’s reflective teaching analysis on teaching behaviors" Dankuk University 2009