초등교사들이 수업관찰에서 주목하는 내용 = What Elementary School Teachers Notice in Observing Classroom Lessons

다국어 초록 (Multilingual Abstract)

The purpose of this study was to analyse what elementary school teachers notice in observing classroom lessons. The subjects of the study were 24 elementary school teachers. They were questioned on what they notice in observing classroom lessons and were asked to state their own views freely about the questions. If necessary, they were interviewed. The data gathered using the ethnographic interview method were then analyzed. The article concluded as follows: what elementary school teachers notice in observing classroom lessons are related to the lesson behaviors and activities that smoothly came to the instructional objectives with students' active participation. What elementary school teachers notice was based on rational-technical model and process-product approach of teaching and learning, which emphasize how to achieve instructional objectives and systematic classroom observation method. Therefore, in order to improve instructional practice, the current perspectives of elementary school teachers on classroom lessons have to be transformed into perspectives that lessons are social realities constructed by the interaction between teacher and students. In addition, elementary school teachers are required to observe lessons through microethnographic approach.

국문 초록 (Abstract)

본 연구는 초등교사들이 수업을 관찰할 때 주목하는 내용을 분석하였다. 연구제보자는 24명의 초등교사들이며, 자유기술 및 인터뷰를 통하여 자료를 수집하였다. 자료분석은 문화기술적 분석방법이 사용되었다. 연구결과, 초등교사들이 수업관찰에서 주목하는 내용은 수업분위기 조성을 바탕으로 학생들이 적극적으로 참여하면서도 수업목표와 수업행동이 유기적으로 연결되어 매끄럽게 수업목표에 도달하는 수업행동과 활동들이었다. 이러한 초등교사들의 관찰내용의 바탕에는 수업을 수업계획에 따라 수업목표를 효율적으로 도달하기 위한 수업행동들로 파악하는 합리적-기술공학적 관점과 과정-산출 관점이 자리잡고 있었다. 아울러 관찰표에 따른 체계적 수업관찰법을 통하여 그러한 내용을 관찰하였다. 따라서 교실수업개선을 위해서는 수업에 대한 초등교사들의 관점이 수업을 교사와 학생들의 상호작용과정을 통하여 구성되는 사회구성물로 보는 관점으로 전환해야 하며, 미시적 문화기술적 방법을 통하여 수업관찰과 수업분석을 할 필요가 있음을 논의하였다.

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