초록 열기/닫기 버튼
본 연구의 목적은 플립러닝 기반 교직인성교육에 참여한 예비유아교사의 경험을 탐색하고교직인성교육에서의 플립러닝 교수법 적용의 의미를 살펴보는 것이다. 이를 위해 서울에 있는 4년제 대학 유아교육과 4학년 학생 33명을 연구참여자로 선정하여 2019년 9월부터 12월까지 총 12주간 교직인성교육에 플립러닝 교수법을 적용하였다. 각 소그룹의 토의 과정 녹음, 성찰 노트, 반성적 저널, 심층면담자료를 수집한 뒤 예비유아교사의 경험과 그 의미를 분석하였다. 연구 결과 예비유아교사들은 플립러닝 기반 교직인성교육에서 ‘이해와 혼란’, ‘반추하며성장하는 시간’을 경험한 것으로 나타났다. 또한, 플립러닝 기반 교직인성교육의 의미는 ‘귀찮음이 아닌 기대되는 수업’, ‘함께라는 든든함’, ‘구성주의 교육의 체득’의 범주로 구분되었다. 본 연구는 플립러닝 기반 교직인성교육의 의미와 필요성을 밝혔다는 점에서 의의가 있으며, 추후 예비유아교사 대상의 효과적인 플립러닝 수업 운영 방안에 대한 시사점을 제공하였다.
This study aims to explore the experience of pre-service early childhood teachers who participated in flipped learning-based teaching character education and examine the meaning of applying flipped learning teaching methods in teaching character education. A total of 33 students in the 4th grade of early childhood education at a four-year university located in Seoul were selected as research participants, and the flipped learning teaching method was applied to teaching character education for 12 weeks from September to December 2019. After collecting the discussion process recording, reflection notes, reflective journals, and in-depth interview data of each small group, the experiences and meanings of pre-service early childhood teachers were analyzed. The results of this study showed that pre-service early childhood teachers felt “understanding and confusion” and spent “time to reflect and grow” in the process of experiencing flipped learning-based teaching character education. In addition, the meaning of flipped learning-based teaching character education was classified into “expected class, not annoying,” “strength of being together,” and “acquisition of constructivist education.” This study is meaningful as it revealed the meaning and necessity of flipped learning-based teaching character education and provided implications for effective flipped learning class management plans for pre-service early childhood teachers.
키워드열기/닫기 버튼
preservice teacher, teaching character education, flipped learning
