교사와 학생의 하브루타 수업 경험에 대한 질적 메타분석

Abstract

Objectives This study aims to investigate the Havruta learning experiences of students and teachers through a meta-synthesis approach. The objectives include identifying and extracting their features and characteristics, as well as developing a situation model to understand its dynamics. By synthesizing qualitative research, this study provides a comprehensive understanding of the elements that contribute to effective Havruta learning experiences.
 Methods A systematic literature review was conducted, selecting 34 studies to analyze the Havruta experiences. The features of Havruta learning experiences were extracted from each study and categorized based on their thematic similarities and relationships. A situation model of Havruta learning was developed to effectively present the synthesized data.
 Results The analysis of the Havruta learning experiences identified both positive and negative aspects reported by students. The findings are categorized into four main categories: awareness of learning, learning attitudes, learning outcomes, and development of competencies. Students positively acknowledge that Havruta learning is enjoyable and less burdensome, and fosters active participation and motivation. They also develop various competencies, including communication, speech, creativity, critical thinking, and metacognition. On the downside, students perceive Havruta learning as noisy and unfamiliar, expressing the need for extended discussion time, more comprehensive guidance on formulating questions, and improved control of interactions. Diverse grouping methods and personalized approaches are also proposed. Additionally, teachers’ Havruta experiences were examined and classified into three main categories: teachers, students, and environment. Teachers notice positive changes in students’ attitudes, competencies and learning outcomes. However, challenges arising from student diversity and classroom limitations are acknowledged, along with the intricacies of managing the learning environment and their own expertise.
 Conclusions First, Havruta learning has been found to foster the development of diverse competencies among students. Second, the analysis underscores the affirmative impact of Havruta learning on students’ awareness and attitudes towards learning. Third, ‘difficulties’ was identified as a primary concern among negative aspects of Havruta learning. Lastly, existing educational paradigm impeded the full potential of Havruta learning. To ensure successful Havruta learning, a transformative shift in educational culture and the cultivation of supportive teacher training programs are imperative.