실제 수업 및 학습공동체 참여 과정에서 나타난 초등 예비교사의 주목하기 변화 분석

Abstract

This study aims to get an implication on elementary pre-service teacher education by exploring how the noticing of pre-service teacher changes within a learning community. In this study, a learning community consisting of a elementary pre-service teacher and researchers was formed to plan and conduct actual classes and to reflect teaching strategies. Voice and video data on actual classes and learning community activities, reflective journals and post-interviews of the elementary pre-service teacher, field notes of the researcher, and students’ outcomes were collected. The characteristics of elementary pre-service teachers' noticing were analyzed in three stages: attending, interpreting, and deciding how to respond. The results are as follows. First, the pre-service teacher’s attending moved from the result of task to student’s statistical thinking. Second, the pre-service teacher’s interpreting changed from a lack of diversity and specificity of evidence to diversity and specificity. Third, pre-service teacher’s deciding changed from unproductive deciding to productive deciding.