실제성 제고를 위한 모의 수업 시연 설계 시론

Abstract

To improve the authenticity of the simulated teaching task in Korean, this study focused on the Korean language pre-service teachers’ experience of simulated teaching and teaching practice. The intention of comparing the perception on simulated teaching and teaching practice, which is located between real teaching and simulated teaching, was to gauge the authenticity of the class by experienced people.
 Third graders of the C University of Education, who experienced both simulated teaching and teaching practice in the same semester, were asked to write selfreflective reports on both experiences, and a qualitative content analysis method with teaching professionalism codes was used to analyze them. The simulated teaching task was designed as a 5-6 people group, choosing one of the five areas of Korean language education. The students’ activities were conducted with fellow pre-service teachers taking on the roles of students.
 Students and the class dynamics originating from teacher-student interaction were regarded as the key to the gap between simulated teaching and teaching practice. Hence, the simulated teaching task was presented in four stages based on them, in a way that authenticity would gradually increase.
 Simulated teaching has significance as a complementary means to improve teaching professionalism. This study contributes to systematizing simulated teaching tasks.