학교현장실습에서 예비보건교사의 수업 전문성 향상에 대한 질적 연구

Abstract

Objectives The purpose of this study was to explore how prospective health teachers developed their professionalism through the teaching practicum. Methods The author interviewed nine prospective health teachers who conducted their teaching practicum at the secondary schools during four weeks. The author also collected and analyzed the documents of teaching practicum logs of prospective health teachers. Results Through instruction observation and teaching practice, the prospective teachers were gradually able to improve their health instruction. They worked collaboratively to plan health lessons, observed each other's classes, and discussed and reflected on what worked well and what did not work in their lessons. By observing the differences in each other's instruction despites the same lesson plan, they learned that each of the prospective teachers had their own individual teaching styles and teaching philosophies, and worked to develop their own ones. Furthermore, the prospective teachers were able to improve their teaching professionalism by reflecting on their trial-and-error experiences while teaching the health lessons in multiple classes: they continued to modify their lesson plans in response to student reactions in teaching. In addition to enhancing their own instructional expertise, they recognized and learned the importance of teacher collaboration in developing teaching professionalism. Conclusions Theses results suggested that the teaching practicum would contribute to the professional development of prospective health teachers by encouraging them to collaborate with each other, observe each other's lessons, and reflect in and on their teaching practices.