A Study on Perception of Good Instruction between In-service and Pre-service Teachers

'좋은 수업'에 대한 현직교사와 예비교사의 인식 연구 - 지양해야 할 수업 형태와 관련하여 -

What is good instruction? The term "instruction" means the essential activity of school education, a precondition for good school, and the starting point of reforming school education. The purpose of this study is to investigate the meaning of "good instruction" by examining the difference of perception between in-service teachers and pre-service teachers who encompass the viewpoint of both teacher and student using open-ended questionnaires asking the type of instruction that they have to avoid and the undesirable instruction. This study was carried out with 150 teachers who were working in the schools and 160 students who were in college of education to be teacher in the future. Collected data was analyzed using the QSR Nvivo qualitative program. The findings of this study indicates the followings: First, the most undesirable class cited by in-service teachers was the class that applies uniform instructional strategy, followed by class based on directions instruction, unsystematic class, class characterized by lack of teaching competency, class that emphasizes test scores and competition, class that are not interactive enough, class that does not consider the level of students, class in which students are not respected, class that have poor educational environment, and the class in which little support is provided. Second, the most undesirable class cited by pre-service teachers was the class that applies uniform instructional strategy, followed by unsystematic class, class characterized by lack of teaching competency, class based on directions instruction, class in which students are not respected, class that emphasizes test scores and competition, class that does not consider the level of students, class that are not interactive enough, class that have poor educational environment, and the class in which little support is provided. Third, this study examined the difference of perception between in-service teachers and pre-service teachers toward the undesirable class that they have to avoid. In terms of the integrated rank that is common among in-service teachers and pre-service teachers, the most undesirable class that they have to avoid was the class that applies uniform instructional strategy, unsystematic class, class based on directions instruction, and class characterized by lack of teaching competency. The findings of this study may be used as a basis for in-service teachers to reflect on their professionalism of instruction that they provide and examine the attitude of students toward instruction, while providing a practical guideline for pre-service teachers to design and ensure systematic instruction in the future.

좋은 수업이란 무엇인가? '좋은' 이라는 용어가 갖는 상대성, 복합성, 상황성 등으로 인해 좋은 수업에 대해 정의하기란 쉽지 않을 것이다. '수업'은 학교교육의 핵심적인 활동이며 '좋은' 학교 만들기의 전제이자, 학교교육 개혁의 출발점이 된다. 본 연구에서는 '좋은 수업'의 반대급부로 '지양해야 할 수업 형태'에 대한 개방형 질문지를 바탕으로 현직교사 150명, 교사와 학생의 중간 입장에 있는 예비교사 160명의 인식 차이를 통해 좋은 수업의 의미를 도출해 보고자 연구를 진행하였다. 자료분석을 위해 Nvivo 8.0을 사용하였으며, 연구결과를 살펴보면 다음과 같다: 첫째, 현직교사가 인식하는 '지양해야 할 수업 형태'는 단일수업기법적용, 지시적 수업, 비체계적인 수업진행, 교수역량부족, 성적 및 경쟁 중시 수업, 상호작용 부족, 학생수준 비고려, 비인격적 행위, 환경 열악 및 지원 부족 순으로 나타났다. 둘째, 예비교사가 인식하는 '지양해야 할 수업 형태'는 단일수업기법적용, 비체계적인 수업진행, 교수역량부족, 지시적 수업, 비인격적 행위, 성적 및 경쟁 중시 수업, 학생수준 비고려, 상호작용 부족, 환경 열악 및 지원 부족 순으로 나타났다. 셋째, '지양해야 할 수업 형태'에 대해 현직교사와 예비교사의 인식에는 큰 차이가 없었으며, 현직교사와 예비교사의 통합 빈도 순위는 단일수업기법적용, 비체계적인 수업진행, 지시적 수업, 교수역량부족으로 나타났다. 본 연구결과는 현직교사에게는 자신의 수업 전문성을 되짚어보고 학생에 대해 그리고 수업에 대한 태도를 반추해 보는 준거로, 예비교사는 앞으로 체계적인 수업을 설계하고 좋은 수업을 이끌어갈 수 있는 실제적인 지침으로 활용될 수 있을 것이다.