본 연구는 예비교사의 교육실습 기간 중 저널쓰기 및 교사교육자의 피드백이 반성적 사고에 어떠한 영향을 주는지 그리고 이러한 과정에 참여한 예비교사들의 저널쓰기 및 피드백에 대한 인식이 어떠한지 탐구해 보고자 한 것이다. 연구 결과, 저널쓰기에 대하여 예비교사들은 저널쓰기 작업 자체의 생소함과 주제찾기의 어려움을 호소했으나 저널쓰기는 차츰 쉬워졌으며 저널의 질은 향상되었고, 생각의 깊이를 발전시키며 교육실습에 있어서 매우 필요하다고 인식하고 있었다. 피드백에 대해서는 자신의 문제 이해에 도움을 주었고, 깊이 있는 생각과 의문을 가져보는 계기가 된 동시에 정서적인 안정감을 가져다 준 것으로 인식하고 있었다. 또한 피드백의 유무에 상관없이 저널쓰기 결과 학생들의 2주차와 3주차의 반성적 사고의 수준에는 의미 있는 차이가 나타났다. 이 연구는 ‘반성적 실천인’ 개념에 기초한 교사 전문성의 개발을 위한 실천적 연구이며, 이러한 실제적 방안에 대한 탐구를 토대로 우리나라 학생들을 대상으로 하고 우리의 맥락에 맞는 교사교육의 실제적 방안 찾기가 지속적으로 시도되어야 할 것이다.

This study aims to investigate how student teachers' journal writing and teacher educators' feedback to it affect the former's reflective thinking as well as how student teachers perceive both journal writing and the feedback to it. The result shows that student teachers feel unfamiliar with writing reflective journals itself and have difficulties in finding appropriate issues to write about. But it also shows that, as the time passes, they find journal-writing easier, their journals gradually improved, and, above all, it contributive to the enhancement of their reflective ability; they finally conclude that journal writing should be an essential component of student teacher' practicum experiences. Regarding the feedback from teacher educators, student teachers report that it is helpful for the understanding of their own problems as it allows them to think deeper and to ask right questions about their problems. They also report that teacher educator's feedback helps them feel emotionally supported and secured. The result also shows that, regardless of whether feedback from teacher educators is given or not, the level of student teachers' reflective thinking is meaningfully heightened when they repetitively write journals. This study suggests that the research on specific pedagogy to educate our student teachers as reflective practitioners should be continuously carried out in order to find practical guidelines for teacher education that could work for our educational and cultural environments.

This study aims to investigate how student teachers' journal writing and teacher educators' feedback to it affect the former's reflective thinking as well as how student teachers perceive both journal writing and the feedback to it. The result shows that student teachers feel unfamiliar with writing reflective journals itself and have difficulties in finding appropriate issues to write about. But it also shows that, as the time passes, they find journal-writing easier, their journals gradually improved, and, above all, it contributive to the enhancement of their reflective ability; they finally conclude that journal writing should be an essential component of student teacher' practicum experiences. Regarding the feedback from teacher educators, student teachers report that it is helpful for the understanding of their own problems as it allows them to think deeper and to ask right questions about their problems. They also report that teacher educator's feedback helps them feel emotionally supported and secured. The result also shows that, regardless of whether feedback from teacher educators is given or not, the level of student teachers' reflective thinking is meaningfully heightened when they repetitively write journals. This study suggests that the research on specific pedagogy to educate our student teachers as reflective practitioners should be continuously carried out in order to find practical guidelines for teacher education that could work for our educational and cultural environments.

Reflective Practitioner, Reflective Thinking, Levels of Reflection, Journal Writing, Feedback