협동학습에 관한 교육대학원생의 인식 연구

Abstract

Objectives Due to the development of technology and rapid social change, there is a need to train talents equipped with core competencies for the future society and to innovate classroom teaching. Cooperative learning is attracting attention as an effective teaching and learning methods that can replace the learning structure of traditional learning methods through many prior studies. This study aims to derive implications for the perception of cooperative learning and class innovation as an adult learner targeting graduate students of education who have experienced cooperative learning. Methods To this end, we tried to examine their perceptions through a questionnaire that asked 50 master's courses to write metaphors and describe specific reasons for selecting metaphors at K University and S University's Graduate School of Education in Seoul. The collected data categorized the answers of each area of open questions into inductive content analysis according to the metaphor category based on metaphor analysis. Results The metaphorical expression of graduate students of education regarding cooperative learning could be categorized into five types: ① responsible activities, ② interactive activities, ③ various activities, ④ challenging but meaningful process, and ⑤ lack of will to cooperate. Conclusions From the questionnaire survey, graduate students of education recognized the cooperative learning as the teaching and learning methods (various activities) that make student accept the perspectives of others through the process of solving tasks (challenging but meaningful process) based on the positive interdependence (‘interactive activities’) by cooperation each other (responsible activities). Therefore, the authors drew the following implications for class innovation. First, the need for interaction between teachers and students, second, practical support, such as the application of various teaching methods in the curriculum of graduate schools of education, are required.