프로젝트 접근법을 수행한 교사들의 실천적 지식의 변화 탐색

• 영문명: Exploring Changes in Practical Knowledge of Teachers Whilst having Implemented Project Approach
• 발행기관: 한국열린교육학회
• 저자명: 유승희(Ryu, Seunghee)
• 간행물 정보: 『열린교육연구』열린교육연구 제22권 제3호, 57~83쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2014.08.31

국문 초록

본 연구의 목적은 유ㆍ초등 교사가 프로젝트 접근법을 현장에서 수행하면서 교사로서 어떤 실천적 지식의 변화들이 일어났는지를 밝히고자 하였다. 이를 위해서 본 연구방법은 질적 연구 중 포커스 그룹(focus-group)의 토의를 통해 자료를 수집하고 수집된 자료의 분석은 Spradley가 제안한 영역분석, 분류분석, 성분분석의 방법을 활용하였다. 본 연구의 결과는 첫째, 아동들은 무한한 잠재가능성의 존재이며 독자적 개성을 가진 존재임을 인식하게 되고 적절한 "흥미"에서 출발하면 아동들은 내적동기를 가진 탐구의 주체자가 될 수 있다는 아동중심적 아동관, 지식관 및 수업관의 변화를 가져오게 되었다. 둘째, 교사들은 아동들과 소통이 원만하게 이루어지고 학교생활이 즐겁고 행복하니 보람을 느끼고 소집단 중심의 상호조정적 협력을 통해서 아동들이 자기 주도적으로 탐구해 나가는 구성주의적 교육방법에 자신감을 가지게 됨으로써 교사들의 교직적 삶과 교육방법에 대한 긍정적 변화를 가져 왔다.

영문 초록

The purpose of this study was to explore the changes that occurred in teachers whilst carrying out the project approach in the classroom. This study's intent was to suggest the meaning of project approach to the teachers who implement it, and to contribute to the academic field as a whole. The study had one main question: What changes do teachers show whilst carrying out the project approach? In order to answer this question a Focus Group Interview was hired as a study method, and the interview data collected was analyzed through what Spradley suggested, which is domain analysis, taxonomic analysis, and componential analysis. Using purposive sampling, twenty-five teacher participants with more than three years of experience in the project approach were gathered. The participants are divided into four groups according to the principle of homogeneity and segmentation. The study period was from December, 2012 to June, 2014. The results are as follows: (1) Child-centered views are established. (1-1) Teachers came to have child-centered views whilst carrying out the project approach by becoming aware that children are in existence with unlimited potentiality and individuality. (1-2) Teachers came to have child-centered views on knowledge and instruction, understanding that starting from the children's interests leads them to the subjects who explore things with internal motivations. (2) Teachers' lives and their teaching methods changed. (2-1) Teachers were encouraged to teach in school, having harmonious interactions with their children and watching them having happy school lives. (2-2) Teachers came to have confidence in applying constructivistic teaching methods, watching that their children intercoordinate and voluntarily plan and proactively explore. In conclusion, it should be noted that the project approach applied to the educational field helped teachers establish child-centered views on education, positive values on their own lives and educational methods, which shows that it is a significant educational and instructional theory.

목차

요약

Ⅰ. 서론

Ⅱ. 연구 방법

Ⅲ. 연구 결과

Ⅳ. 논의 및 결론

참고문헌

Abstract

키워드

실천적 지식 포커스 그룹 목적적 표집 동질성과 분활 아동중심 교육관 구성주의적 교육방법 practical knowledge focus-group. purposive sampling. homogeneity. segmentation constructivistic teaching methods