본 연구는 예비교사가 셀프연구를 수행할 때 나타나는 반성적 문제해결과정을 알아보는 것에 목적이 있다. 이를 위하여 A 교육대학교의 4학년 학생들이 교육실습 중 수행한 셀프 연구 보고서를 분석하여 듀이와 Korthagen의 반성적 사고의 과정 모형을 기초로 예비교사들의 문제해결과정을 탐구하였다.
예비교사의 셀프 연구에서 나타나는 문제해결과정은 5단계로, 문제인식-문제의 원인 파악-문제해결의 실마리 찾기-문제해결을 위한 노력-문제의 해결 및 개선 순으로 나타났다. 이러한 과정 중 ‘반성’은 문제인식, 문제의 구체화, 그리고 문제해결을 위한 노력 단계에서 가장 많이 사용되었다. 특기할 만한 점은 문제해결의 실마리를 찾는 단계에서 예비교사들은 지도교사의 조언에 가장 많이 의존하였으나, 문제의 원인파악 단계에서는 반성적 사고가 활발히 일어났다. 문제해결을 위한 노력 단계에서는 문제해결을 위한 시도와 좌절, 계획의 수정 후 재시도 등의 나선형 순환의 모습이 나타났으며, 이 과정에서 새로운 학습이 일어났다. 즉, 예비교사는 새로운 교육학 지식을 습득하거나 기존의 지식을 적용하려는 노력을 하였다. 마지막 단계에서 문제가 해결되거나 개선되었을 때 예비교사들은 자신의 노력에 대한 만족감을 느꼈으며 교사로서의 자신감 및 효능감도 향상되는 모습을 보였다.
결론적으로 교육실습 중 예비교사의 문제해결을 위한 중요한 요인은 예비교사 자신의 자기반성 능력과 교육학 지식, 그리고 실습지도교사의 전문적 조언임을 알 수 있었다.
This study explores student teachers’ problem solving processes focusing on the role of reflection. Student teachers conducted self-study on their own research topics during their practicums. The problem solving process uncovered through the study occurred in five phases: Identifying the research problem, finding origins of the problem, finding clues to the solution of the problem, taking action to solve the problem, and resolving the problem or improving problematic issues. Reflection was involved in the phases of ‘identifying the research problem,’ ‘clarifying the problem,’ ‘taking action to solve the problem.’Student teachers mainly relied on the advice of coordinator teachers when searching for clues to solve their problems. In the ‘taking action to solve the problem’ phase, student teachers experienced frustration when their efforts produced unsuccessful results. They then revised their plans and reattempted them in the form of spiral circulation. This process led them to new knowledge. At the end of the process, the problems were solved or at least improved. The student teachers had greater self-confidence and self-satisfaction and viewed the results as rewards of their effort. The important factors for solving student teachers’ problems during their practicumsaretheirownabilities for reflection, acquired knowledge, and the coordinator teachers’ professional guidance.
This study explores student teachers’ problem solving processes focusing on the role of reflection. Student teachers conducted self-study on their own research topics during their practicums. The problem solving process uncovered through the study occurred in five phases: Identifying the research problem, finding origins of the problem, finding clues to the solution of the problem, taking action to solve the problem, and resolving the problem or improving problematic issues. Reflection was involved in the phases of ‘identifying the research problem,’ ‘clarifying the problem,’ ‘taking action to solve the problem.’Student teachers mainly relied on the advice of coordinator teachers when searching for clues to solve their problems. In the ‘taking action to solve the problem’ phase, student teachers experienced frustration when their efforts produced unsuccessful results. They then revised their plans and reattempted them in the form of spiral circulation. This process led them to new knowledge. At the end of the process, the problems were solved or at least improved. The student teachers had greater self-confidence and self-satisfaction and viewed the results as rewards of their effort. The important factors for solving student teachers’ problems during their practicumsaretheirownabilities for reflection, acquired knowledge, and the coordinator teachers’ professional guidance.
