7 research outputs found
A Qualitative Research on Middle School Teachers Understanding of Student-Participatory Class
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μ μ₯λ©΄ μμμ μμΈλμ΄ μλ€. μ΄λ₯Ό ν΄κ²°νκΈ° μν λ
Έλ ₯μ μΌνμΌλ‘, μ€νκ΅ μμ νκΈ°μ μ 2015 κ°μ κ΅μ‘κ³Όμ μμ νμ μ°Έμ¬ν μμ
μ μ°λ¦¬λλΌ κ΅μ‘κ°νμ μ¬λ‘건μΌλ‘μ λ΄μΈμ λ€. μ΄μ λ°λΌ μ€λλ μ€νκ΅ κ΅μ¬λ€μ νμ μ°Έμ¬ν μμ
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μ κ΅μ¬λ₯Ό μ°κ΅¬ μ°Έμ¬μλ‘ νμ¬ μ¬μΈ΅ λ©΄λ΄μ μ€μ¬μΌλ‘ ν μ§μ μ°κ΅¬λ₯Ό μ€μνμλ€. μ΄ μ°κ΅¬μ λͺ©μ μ λ¬μ±νκΈ° μν΄ μ€μ ν μ°κ΅¬ λ¬Έμ λ λ€μκ³Ό κ°λ€.
첫째, μ€νκ΅ κ΅μ¬λ€μ νμ μ°Έμ¬ν μμ
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μ΄ν΄μ λνλ νΉμ§κ³Ό μ΄κ²μ΄ λ΄κ³ μλ κ΅μ‘μ μλ―Έλ 무μμΈκ°?
첫 λ²μ§Έ μ°κ΅¬ κ²°κ³Όμ μνλ©΄, κ΅μ¬λ€μ νμ μ°Έμ¬ν μμ
μ κ΄ν΄ λ κ°μ§ μΈ‘λ©΄μμ μΈμνκ³ μλ κ²μΌλ‘ λνλ¬λ€. μ΄λ νμ΅νλμ μ ν μΈ‘λ©΄κ³Ό νμλ€μ νμ΅κ²½ν μΈ‘λ©΄μ΄λ€. λ¨Όμ , κ΅μ¬λ€μ νμ΅νλμ μ ν μΈ‘λ©΄μμ λ°ν λ° ν λ‘ μμ
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μ νμΌλ‘ λ³Έ κ²μ΄λ€. λν, κ΅μ¬λ€μ νμλ€μ νμ΅κ²½ν μΈ‘λ©΄μμ μ¬λ―Έμκ³ νλ°ν μμ
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μΌλ‘ μΈμνμλ€. κ΅μ¬λ€μ νμ μ°Έμ¬ν μμ
μ νμλ€μ΄ ν₯λ―Έλ₯Ό λλΌκ±°λ νλ°νκ³ λ₯λμ μΈ μμ
μ΄λΌκ³ μ¬κ²Όμ λΏλ§ μλλΌ λ¨μ§ νλμ΄ μΌμ΄λλ κ²μ λμ΄μ λ°°μμ΄ μΌμ΄λλ μμ
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λ λ²μ§Έ μ°κ΅¬ κ²°κ³Όμ λ°λ₯΄λ©΄, μμ
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μ΄μμ κ΄ν΄μλ νμκ³Όμ μ°νΈμ κ΄κ³λ₯Ό μ μ§νκ±°λ λλ κ° νλ ₯ κ΄κ³λ₯Ό νμ±νκ±°λ νκΈ λΆμκΈ°λ₯Ό μ‘°μ±νκ±°λ 보μκ³Ό μ²λ²μ νμ©νκ±°λ κ΅μ¬μ μ§μ μ λμμ μ 곡νλ λ°©μμ μ¬μ©ν΄ νμλ€μ μμ
μ μ°Έμ¬μν€κ³ μ νμλ€. κ΅μ¬λ€μ κ΅μ€ λ΄μ λ€μν κ΄κ³λ₯Ό μ΄μ©νκ±°λ μ§μ κ°μ
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κ³Ό μ§μ κ΄λ ¨λ λ
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μ€λΉμ λ°νμ΄ λλ μ¬λ¬ μΈμ λ
Έλ ₯λ€μ΄ ν¨κ» μλ°λμ΄μΌν¨μ 보μ¬μ€λ€.
μΈ λ²μ§Έ μ°κ΅¬ κ²°κ³Όμ λ°λ₯΄λ©΄, νμ μ°Έμ¬ν μμ
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Έλ ₯μ νκ³ μμλ€. κ΅μ¬λ€μ κ΅μ‘λ΄μ©κ³Ό κ΅μλ²μ κ°μ ν λΏλ§ μλλΌ νμκ³Όμ κ΄κ³λ νκΈ λΆμκΈ°μ κ°μ μ¬νμ μμΈμ λ³νμν΄μΌλ‘μ¨ νμλ€μ μ°Έμ¬μν€κ³ μ νμλ€. μ΄λ λ€μμ νμλ€μ΄ λͺ¨μ¬ μμ
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μ λ§λ€κ³ μ νμλ€. κ΅μ¬λ€μ μμ€μ°¨λ‘ μΈν΄ μ΄λ €μμ κ²ͺλ νμλ€μ μ κ·Ήμ μΌλ‘ μ§μνλ©° νμμ μ°Έμ¬λ₯Ό νμ κ°κ°μΈμ κ²½νμ μ§μ λμ΄λ κ²μ λμ΄μ μμ
μ μλ λͺ¨λ νμλ€μ λ°°μΈ κΆλ¦¬λ₯Ό 보μ₯νλ μ°¨μμμ μ κ·Όνμλ€. λ§μ§λ§μΌλ‘, κ΅μ¬λ€μ λ°©λ²μ λμ΄μ μμ
μ λν κ·Όλ³Έμ μΈ κ΄μ μ λ³νλ₯Ό κ°μ‘°νμλ€. νμλ€μ΄ μλ°μ μ΄κ³ λ₯λμ μΌλ‘ μ°Έμ¬νκ² λ§λ€κΈ° μν΄μλ νμ΅κ³Ό νμ, κ΅μ¬μ μν μ λν κ΄μ μ λ³νκ° μλ°λμ΄μΌ νλ€κ³ λ³Έ κ²μ΄λ€.
λ³Έ μ°κ΅¬λ λ€μκ³Ό κ°μ λ κ°μ§ μΈ‘λ©΄μμ μμλ₯Ό μ§λλ€. 첫째, μ΄ μ°κ΅¬λ νμλ€μ μμ
μ°Έμ¬ λ¬Έμ λ₯Ό κ΅μ¬λ€μ κ΄μ μ ν΅ν΄ μ§μ μΌλ‘ λ€λ£ΈμΌλ‘μ¨, νμλ€μ μ°Έμ¬λ₯Ό λλ¬μΌ μμ
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μ κ΄ν λμ± νλΆνκ³ μ€μ μ μΈ μ΄ν΄λ₯Ό λμΆν΄λΌ μ μμλ€.
μ΄ μ°κ΅¬μλ μ¬μ ν λͺ κ°μ§ μ νμ μ΄ λ¨μ μμΌλ©°, μ΄μ κ΄λ ¨ν΄ λ€μκ³Ό κ°μ νμ μ°κ΅¬λ€μ΄ μ΄λ£¨μ΄μ§κΈ°λ₯Ό μ μνλ λ°μ΄λ€. 첫째, λ³Έ μ°κ΅¬λ μ¬μΈ΅ λ©΄λ΄μ μ€μ¬μΌλ‘ ν μ§μ μ°κ΅¬λ°©λ²μ μ¬μ©ν΄ νμ μ°Έμ¬ν μμ
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μ΄ν΄μ μ°¨μ΄λ€μ μ¬μΈ΅μ μΌλ‘ λλ¬λ΄μ§ λͺ»νμλ€. κ΅κ³Όλ κ²½λ ₯, νκ΅λ³λ‘ κ΅μ¬λ€μ μ΄ν΄κ° λ€λ₯΄κ² λ μ μλ€λ μ μμ, νμ μ°κ΅¬λ₯Ό ν΅ν΄ κ΅μ¬λ€μ μ°¨μ΄μ μ£Όλͺ©νλ μ°κ΅¬κ° μνλκΈ°λ₯Ό κΈ°λνλ€. λ·μ§Έ, λ³Έ μ°κ΅¬λ μ€νκ΅ λ§₯λ½μμ νμ μ°Έμ¬ν μμ
μ λν κ΅μ¬λ€μ μ΄ν΄λ₯Ό νμν κ²μΌλ‘, λ€λ₯Έ νκ΅κΈμ μ΄λ₯Ό μ μ©μν€κΈ° μ΄λ ΅λ€. λ°λΌμ μ΄λ±νκ΅μ κ³ λ±νκ΅ λ§₯λ½μμλ μ΄μ κ°μ μμ
μ λν μΆν μ°κ΅¬κ° νμν κ²μΌλ‘ 보μΈλ€.School education has not been concerned with what students would learn and experience in class, so much so that students, the subject of the education, have been alienated from the lesson scene. One method for solving this problem is called the "Student-participatory class" and was published as a slogan through Free Semester in middle school and the 2015 Revised National Curriculum. Therefore, present middle school teachers are directly being asked to teach "Student-participatory class". Current political understanding of "Student-participatory class" is more or less insufficient and limited to drawing students' participation, especially engagement. However, teachers in school fields are considered to have more extensive understanding of "Student-participatory class" and to be able to have a practical effect on students' engagement.
The purpose of this research is to explore middle school teachers' understanding of "Student-participatory class" and discuss the characteristics of their understanding. For this purpose, qualitative research was carried out and based mainly on in-depth interviews with five teachers who are in charge of subject classes in Free Semester in middle school. Research questions to achieve this goal are as follows:
First, how do middle school teachers perceive "Student-participatory class"?
Second, which kinds of practical efforts do middle school teachers make for involving students in class?
Third, what are the characteristics of middle school teachers' understanding of "Student-participatory class" and what is the educational significance of it?
In brief, the results of this study are as follows:
At first, the teachers perceived "Student-participatory class" in two aspects. One is the "aspect of type of learning activity" and the other is the "aspect of students' learning experience". As an aspect of type of learning activity, teachers regarded "presentation and discussion class", "group study class", "project-based class", "not teacher-led but student-led class" as "Student-participatory class". This implies that the teachers equate "Student-participatory class" with an activity-centered class. In addition, as an aspect of students' learning experience, teachers perceived "enjoyable and lively class" or "class that learning takes place" as "Student-participatory class". This means teachers realized that "Student-participatory class" not only refers to the class which is just fun and lively but also the class where learning happens.
Secondly, the teachers were making efforts to encourage students to take part in class in three ways: "lesson plan", "class operation", and "external work". First of all, regarding the lesson plan, teachers tried to "arouse students' interests", "show close relation between real-life and contents", "give students chances to move actively", "consider students' various levels" or "stimulate students intellectually" to draw their involvement. The teachers generally planned lessons by reconstructing contents to make them relevant to the students. Also, for class operation, the teachers tried to "maintain an amicable relationship with students", "form cooperative relationships among peers", "create class atmosphere", "use a reward and punishment system", or "offer teacher's personal help to students" for making students participate or engage in the class. Class operation was used to form various relationships in the class or for teachers to get involved in the students' work.
Thirdly, teachers' understanding of "Student-participatory class" indicated four main features and the features implied educational significances as follows: first, teachers showed a characteristic of the "pursuit of meaningful learning through students' substantive engagement". They thought of "Student-participatory class" as "the class that seeks to learn above merely performing learning activities", and they considered intellectual engagement of students as well as behavioral and affective engagement. This understanding of teachers has a higher possibility to result in students' substantive engagement than political understanding which assumes "Student-participatory class" as an activity-centered class. Second, teachers showed "effort to create good relationships to make students participate in the class". They tried to involve students in the class by changing social factors such as the relationship between teacher and students, or class atmosphere. This implies that it is not sufficient to consider student participation (or engagement) on an individual scale because the class environment is comprised of a great number of students. Third, the teachers sought to make the class free of neglected students by "paying attention to the slow-paced students wishing for participation of every student". They recognized the fact that each student is in a different level and actively support students who suffer from level difference. This implies that student participation is not only about raising the quality of personal experience but also about guaranteeing rights of all students in the class. Fourth, teachers emphasized the "need for changing fundamental perspectives about the class beyond improving teaching methods". They thought students' spontaneous and active engagement requires change of perspective about learning the role of students and teachers.
This research has two main significances as follows: the research revealed dynamic classroom context concerning student participation (or engagement) by exploring the matter of student engagement through teachers' perspectives. In addition, research was conducted to find out how to approach "Student-participatory class" more meaningfully by exploring on-site teachers' understanding of this.
Despite these findings, still there remains certain limitations and they require additional studies as follows: first, this research involving teachers' understanding of "Student-participatory class" was handled by using interview-based qualitative research which leaves more to be investigated with regard to their practice. Second, another qualitative research targeting students themselves is required because this study examined the matter of student participation (or engagement) indirectly through the teachers' viewpoint. Third, this research explained the difference of understanding according to the teacher limitedly. Additional study on this is needed to figure out what factors lead teachers to have different understanding. Fourth, this study only explored the teachers' understanding of "Student-participatory class" in the context of middle school which leaves more to be studied in the context of elementary school and high school.β
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Abstract 121Maste