공감적 발문에 기초한 하브루타 프로그램이 예비교사의 학습몰입에 미치는 효과

Abstract

This study aimed to develop a Havruta program to improve pre-service teachers' flow in learning to verify its effectiveness. The subjects of the study were 40 preservice teachers taking teaching courses at K University in Seoul and were randomly assigned to experimental and control groups. The experimental group participated in the Havruta discussion activity for eight weeks, while the control group did not participate in the Havruta discussion activity. The learning flow measurement tool was adapted from Park's (2015) measurement questionnaire and modified to suit the purpose of this study after consulting three experts. According to the results of the study, the experimental group showed significant differences in the time distortion of learning experience and self-purposeful experience of learning outcomes than the control group, indicating that the Havruta program had a positive effect on preservice teachers' flow in learning. The significance of this study is that it suggests a specific design method for a Havruta program that is effective in preservice teachers’ flow in learning, and that it is structured in such a way that it can be generalized and utilized by presenting specific texts and empathic questioning for Havruta.