Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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A Phenomenological Study on Teachers' Experiences of Hybrid Mentoring in Self-directed Individual Inquiry Activities

자기주도적 개별 탐구 활동에서 하이브리드 멘토링(Hybrid Mentoring)을 실행한 교사들의 경험에 대한 현상학적 연구

  • Received : 2023.03.15
  • Accepted : 2023.05.03
  • Published : 2023.05.31
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Abstract

This study aimed to examine the experiences of teachers who practiced hybrid mentoring in self-directed individual inquiry activities through phenomenological research. The participants were five teachers with more than 10 years of experience in guiding inquiry activities among students. The results indicated that the mentor teachers form rapport with students, establish a mentoring direction, specify the subject of inquiry, confirm and supplement prior scientific knowledge, specify the design of the inquiry, confirm and advise on the result of the inquiry, suggest additional tasks and inquiry activities, and check and advise on writing an inquiry report. They performed various roles such as trustee, guide, facilitator, helper, and mind trainer. During the mentoring process, the teachers encountered difficulties such as the lack of inquiry ability and knowledge of students, and the lack of understanding of parents about self-directed science inquiry activities. However, the teachers solved these problems through customized guidance for each student and by sharing the mentoring process. Finally, the teachers recognized that mentoring helped them improve their ability to guide self-directed scientific inquiry activities. Furthermore, they also experienced a sense of worth and achievement through the growth and positive responses of the students. The results are meaningful in that they provide specific information on the implementation method of hybrid mentoring and the role of mentor teachers in self-directed individual inquiry activities.

본 연구는 자기주도적 개별 탐구 활동에서 하이브리드 멘토링을 실행한 교사들의 경험을 현상학적 연구를 통해 알아보고자 하였다. 연구 참여자는 다년간 학생들의 탐구 활동을 지도한 10년 이상의 경력교사 5명이다. 연구 결과, 멘토 교사들은 학생들과의 래포 형성, 멘토링 방향 설정, 탐구 주제 구체화, 사전 과학 지식 확인 및 보충, 탐구 계획 구체화, 탐구 결과 확인 및 조언, 추가 과제 및 탐구 활동 제안, 탐구 보고서 작성 확인 및 조언을 실행하며 신뢰자, 안내자, 촉진자, 조력자, 마인드 트레이너와 같은 다양한 역할을 수행하였다. 교사들은 멘토링 과정에서 학생들의 탐구 능력 및 지식 부족, 자기주도적 과학 탐구 활동에 대한 학부모의 이해 부족 등의 어려움이 발생하였으나 학생별 맞춤 지도, 멘토링 과정 공유를 통해 이를 해결하였다. 교사들은 멘토링을 통해 자기주도적 개별 탐구 활동 지도 역량 신장에 도움이 된 것으로 인식하였으며, 학생의 성장과 긍정적 반응을 통해 보람과 성취감을 경험하였다. 본 연구 결과는 자기주도적 개별 탐구 활동에서 하이브리드 멘토링의 실행 방법과 멘토 교사의 역할에 대한 구체적인 정보를 제공해주고 있다는 점에서 의미가 있다.

Keywords

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