마이크로티칭에서 예비수학교사의 질문에 대한 연구

Abstract

This study explores features and changes on pre-service mathematics teachers’ questions in microteaching conducted twice and analyzed relevant data about their questions. The results of the study reveal that pre-service mathematics teachers use factual questions most in their microteaching by explaining main concepts and showing how to solve relevant problems. On the other hand, they do not use probing questions which are for explaining students’ opinions and clarifying their ideas. However, the study shows pre-service mathematics teachers’ changes of perspectives and willingness to improve in their future classes through two-times microteaching classes. Thus, pre-service mathematics teachers should be encouraged to reflect their own classes so that they can motivate students and promote their critical thinking. Furthermore, it is necessary to operate systematic programs in universities which are teacher training institutes in order that pre-service mathematics teachers can learn how to make the best use of probing questions in classes as well through their participation and experience in diverse classes.