예비교사의 프로젝트 학습 경험에 대한 연구

Abstract

The purpose of this study is to explore pre-service teachers' project-based learning experience and educational implications. Seven pre-service teachers who attended the P-practice project conducted at A University in the 2nd semester of 2022 and were in the process of completing teaching courses participated in this study. A qualitative case study was used to examine the participants' project-based learning experience. As a result of the study, in the analysis within the case, it was found that the participants established an ideal teacher image, relieved anxiety about careers, stepped forward for various career developments, and established their own vocational views. In the cross-case analysis, the participants participated in the project learning with expectations for their career path, in-depth learning, and practical experience, and it was found that their teaching competency improved through the class. Although they experienced difficulties due to time pressure and differences between team members during the project implementation process, it was found that they gained confidence through feedback from instructors and peers and experienced qualitative growth in the learning process. Based on the research results, the direction of project learning for pre-service teachers was discussed.