초록 열기/닫기 버튼
본 연구의 목적은 해석적 발문에 기초한 온라인 하브루타 활동이 예비 중등교사의 창의적 인재역량에 미치는 효과를 알아보고자 하였다. 연구대상은 서울 소재의 K 대학에서 교직과목을 수강하는 예비 중등교사 44명을 실험집단과 비교집단으로 각각 22명씩 무선 배치하여 지은림·주언희(2012)가 개발한 창의적 인재역량 측정도구를 사용하였다. 분석 결과 실험집단이 통제집단보다 창의적 인재역량의 하위요소 중 확산적 사고력, 문제해결력, 개방성, 과제집착력, 협동 및 배려에서 유의미한 차이가 나타났다. 본 연구의 결과는 창의적 인재 역량을 촉진할 수 있는 온라인 하브루타 모형을 제시했다는 데 의의가 있다.
The purpose of this study was to investigate the effects of online havruta activities based on interpretive leading questions on pre-service teachers’ creative leader competency. 44 pre-service teachers who were taking a teacher education course at K University in Seoul were divided into experiment and comparison group with 22 students in each group. The experiment group participated in 12 sessions of online havruta activities based on interpretive leading questions and the comparison group participated in 12 sessions of a regular online class. The assessment tool for measuring creative leader competency was developed by Ji and Joo (2012). The research results were as follows: first, there were significant differences between the two groups in diffusion of thinking, problem-solving, openness, sensitivity, task attachment, cooperation, and consideration among the sub-elements of creative leader competency. This study is meaningful in presenting online havruta model for creative leader competency.
키워드열기/닫기 버튼
Havruta, Onlnie Activities, Interpretive Leading Questions, Creative Leader Competency
