잠재프로파일분석을 활용한 초등학교 교사의 형성적 피드백 실행 유형 및 영향요인 분석

Abstract

Elementary school teachers have had a special interest in issues associated the use of formative feedback as classroom teaching-learning strategy. This study aimed to analyze the patterns of elementary school teachers’ formative feedback practice and to suggest appropriate support strategies for each latent group based on their influencing factors. This study conducted a latent profile analysis of responses from 374 elementary school teachers working in G metropolitan city. According to the latent profile analysis, there were three latent groups of elementary teachers in terms of their formative feedback practice: “low level of formative feedback practice group” (latent group 1), “middle level of formative feedback practice group” (latent group 2) and “high level of formative feedback practice group” (latent group 3). An analysis of the influencing factors with the “high level of formative feedback practice group” as a reference group showed that the “low level of formative feedback practice group” had extremely low levels of teachers’ self-efficacy and mastery-goal structure and a high level of teacher-student conflict. On the other hand, the “middle level of formative feedback practice group” had low levels of teachers’ self-efficacy, mastery-goal structure, and teacher-student intimacy but displayed a high level of teacher-student conflict. This analysis discussed the patterns of elementary school teachers’ formative feedback practice and the support strategies based on the analysis results.