실천적 지혜에 기반한 대학 PBL수업에서 교수자의 역할

Abstract

Objectives The purpose of this study is to explore the role of the professor based on Phronesis, enabling them to consider the particularities of various PBL class situations in universities and make informed judgments on the best alternatives.
 Methods In order to understand the essence of the challenges faced by professors in their role in university PBL classes, phenomenological research was conducted to uncover them. Based on this, a new perspective was presented on the role of the professor, grounded in Phronesis. Furthermore, drawing on this, the role of the professor was derived, infused with Phronesis, in a step-by-step manner in university PBL classes.
 Results Based on Phronesis, the characteristics of a professor in university PBL classes have been derived into five types: (1) Optimal judgment, (2) Situation handling, (3) Reflection, (4) Communication and empathy, and (5) Flexibility. Based on these characteristics, the role of a professor grounded in Phronesis in university PBL classes was proposed in a step-by-step manner: pre-class, in-class, and post-class. In the pre-class phase of university PBL classes, the role of a professor based on Phronesis includes being a problem designer who seeks consensus through optimal judgment in problem design, a problem situation developer who fosters communication and empathy through understanding of learners, and an expert instructional designer who engages in reflection for effective lesson planning. In the in-class phase, the role of a professor based onPhronesis includes being a facilitator who coordinates problems and adapts to situations, a learning guide who demonstrates flexibility by proposing appropriate alternatives, a collaborative learner who promotes cooperative problem-solving through reflection, and a learning facilitator who stimulates self-directed learning through communication and empathy. In the post-class phase, the role of a professor based on Phronesis involves being an experienced and flexible advisor who provides advice based on a wealth of experiences and an evaluator who offers professional feedback through optimal judgment.
 Conclusions The significance lies in providing insights into the role of the professor in each stage of the class, based on Phronesis, enabling them to make accurate judgments and take appropriate actions in response to various situations that may arise in university PBL classes.