비사범계열 교직 이수자들의 교육실습 경험에 대한 질적 연구

Abstract

Objectives This study attempted to examine the experiences of educational practice and meanings of pre-service teachers who were not from the College of Education, which had a large proportion in the teacher training process but lacked interest.
 Methods To this end, in-depth interviews were conducted with five pre-service teachers who are currently completing teaching courses to become teachers after graduating from college, not from the College of Education at University A in Seoul.
 Results The study participants evaluated their career and simulated instruction focusing on interaction with students rather than a broad perspective on the overall teaching profession. And they were embarrassed to see the unexpected school field due to a lack of sufficient learning and experience in the teaching process, and negatively perceived theory-oriented teaching subjects. In addition, the study participants were not from the College of Education, so they overcame the problem by themselves because they did not have colleagues or advisors to help them with the problem that occurred in the process of completing the teaching process. And in the difficult process of completing the major and teaching profession together, the study participants recognized that they were not an expert in both the major and teaching profession. However, the background that the study participants were not a college of education served as an opportunity to cherish students more in the educational practice process, and they also had a positive experience in which major knowledge became their own specialty.
 Conclusions Based on these research results, the meaning of educational practice experience was discussed, and implications for improving educational practice and teaching completion process were proposed.