대학 CTL의 학습자 중심 교수-학습 방법 적용 수업 개발 프로그램 참여 교수의 경험 분석

Abstract

Listen

Translate article

Objectives The purpose of this study was to understand the motivation, the process of participation, and the perceptions of participation results of the professors who design and develop, implement the learner-centered method in their undergraduate classes with the support of CTL program. Based on the results, it also purposed to draw effective strategy for the CTL program.
 Methods Semi-structured interviews were conducted with six professors, the study participants. All interviews were recorded and transcribed. Qualitative data were analyzed with constant comparison method doing open coding, categorizing, reviewing categories. For trustworthiness of the study, triangulation using interview data with a CTL researcher and program related documents and reports, member checking, and peer review were applied.
 Results A total of 27 categories were derived in the areas of the participants’ motivation, and the participation process and result. The participants participated in accordance with the school policy, incentive, and willingness to improve classes. In order to understand and apply learner-centered teaching-learning methods, they thought and agonized a lot along with self-directed learning. They faced various problems and solved them, and paid a lot of attention to classes for the good results and reports in mind. They experienced the effects and problems of the CTL services. They felt development of as a professor, experienced sophisticated teaching-learning methods, and participated responsibly thanks to CTL support.
 Conclusions In light of the previous studies, the experiences and perceptions of the participants were discussed. Implications were presented for CTL to support the professors’ design, development and implementation of learner-centered method effectively.