earticle

영어

The purpose of this study is to analyze the effect of virtual reality experience of school violence on pre-service teachers' human rights sensitivity and teacher efficacy. The research procedure to achieve the purpose of this study is as follows. First, 8 pre-developed contents were selected for the virtual reality experience of school violence. Second, 45 pre-service teachers who consented to this study were allowed to experience virtual reality of school violence for 2 weeks. Before and after the virtual reality experience of school violence, they were asked to complete a questionnaire on Teacher efficacy and human rights sensitivity. Third, after experiencing the virtual reality of school violence, interviews were conducted with pre-service teachers. The research results are as follows. First, as a result of examining the human rights sensitivity of pre-service teachers, the human rights susceptibility and the three sub-factors of human rights susceptibility which are ‘situation perception’, ‘result perception’, and ‘responsibility perception’, all increased significantly. As a result of the interview content analysis, it was confirmed that the human rights sensitivity of pre-service teachers was improved. First, there were significant effects on the ‘human rights sensitivity’ and the three sub-factors of human rights sensitivity which are 'situation perception ability’, ‘result perception ability’, and ‘responsibility perception ability’. It was confirmed that the human rights sensitivity of the pre-service teachers was improved in the interview. Second, there were significant effects on the ‘teacher efficacy’ and the three sub-factors of teacher efficacy which are 'instructional strategies’, ‘classroom management’, and ‘student engagement’. As a result of the analysis of the interview contents, it was confirmed that the ‘teacher's efficacy’, ‘instructional strategies’, and ‘student engagement’ were improved. However, there was no mention of ‘classroom management’. Based on the findings of this study, discussion and further research were suggested.

한국어

본 연구의 목적은 현실적인 경험을 제공하는 데 활용 가능한 가상현실 체험을 통해 예비교 사들에게 학교폭력 체험을 제공하고 예비교사들의 인권감수성과 교사효능감에 미치는 효과를 분석하는 데 있다. 본 연구의 목적을 달성하기 위하여 다음과 같은 연구 절차를 거쳤다. 첫째, 학교폭력 가상현실 체험을 위해 사전에 개발된 콘텐츠 8개를 선정하였다. 둘째, 연구 참여에 동의한 예비교사 45명에게 2주간 학교폭력 가상현실을 체험하게 하였다. 학교폭력 가상현실 체험 사전과 사후에 예비교사들을 대상으로 교사효능감과 인권감수성 검사를 실시하였다. 셋 째, 학교폭력 가상현실 체험 후 예비교사들을 대상으로 인터뷰를 실시하였다. 연구결과는 다음과 같다. 첫째, 예비교사들의 인권감수성을 검증한 결과 사전보다 인권감수 성 전체 및 인권감수성 하위요인인 상황지각, 결과지각, 책임지각 모두 유의미하게 증가하였 다. 인터뷰 내용 분석 결과 예비교사들의 인권감수성이 향상하였음을 확인되었다. 둘째, 예비 교사들의 교사효능감 전체 및 하위요인인 수업전략, 교실운영, 수업참여 요인이 유의미한 수 준에서 증가하였다. 인터뷰 내용 분석 결과 교사효능감 및 수업전략, 수업참여에 대한 교수효 능감이 향상되었음을 확인할 수 있었으나, 교실 운영에 대한 교사효능감에 대한 언급은 없었 다. 마지막으로 연구 결과를 기반으로 본 연구의 논의점과 추후 연구 과제를 제안하였다.