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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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ABSTRACT 7

I. 서론 10

1. 연구의 목적 및 필요성 10

2. 연구문제 12

3. 용어의 정의 12

가. 수업컨설팅 12

나. 수업전문성 12

다. 이야기 13

라. 내러티브 탐구 13

II. 이론적 배경 14

1. 수업 14

가. 좋은 수업 14

나. 수업전문성 15

2. 수업컨설팅 17

가. 수업컨설팅의 개념 17

나. 수업컨설팅의 주요 관련자 19

다. 수업컨설팅의 원리 20

라. 수업컨설팅의 절차 및 모형 22

바. 수업컨설팅 운영 현황 및 문제점 32

3. 내러티브 탐구 35

가. 내러티브 탐구의 개념 35

나. 내러티브 탐구의 특성 36

다. 내러티브 탐구의 과정 38

III. 연구방법 44

1. 현장에 들어가기 44

가. 연구자 내러티브 44

나. 연구 참여자 선정 및 관계맺기 45

2. 현장에서 현장 텍스트로 이동하기 및 현장 텍스트 구성하기 50

가. 면담 51

나. 이야기 쓰기 54

3. 현장 텍스트에서 연구텍스트로 이동하기 54

가. 자료이해 및 코딩 55

나. 자료의 범주화 55

다. 자료의 해석, 의미부여 56

라. 연구의 정직성, 진실성, 진정성 확보 57

IV. 연구결과 58

1. 초등 교사들의 수업컨설팅 경험 58

가. 자발성이 부족한 의뢰인 59

나. 실적을 위해 움직이는 컨설팅 관리자 63

다. 전문성이 부족한 컨설턴트 66

2. 수업컨설팅을 통한 교사의 수업과 교직생활의 변화 70

가. 자신의 부족함을 느끼기 71

나. 좋은 수업을 위해 노력하기 73

다. 수업에 대해 자신감 갖기 77

3. 초등 교사들이 바라는 수업컨설팅의 모습과 수업컨설팅의 현장 정착을 위한 방안 78

가. 내가 시작하는 수업컨설팅 79

나. 전문성 있는 관련자들의 지속적이고 체계적인 지원 80

다. 신뢰관계가 형성된 편안한 컨설팅 83

V. 요약, 결론 및 제언 86

1. 요약 86

2. 결론 88

3. 제언 89

참고문헌 92

부록 97

부록 1. 면담 전사의 예시 97

부록 2. 이야기쓰기 예시자료 99

표목차

〈표 III-1〉 연구절차 및 내용 44

〈표 III-2〉 연구 대상 교사 정보 50

〈표 III-3〉 면담 준거 52

〈표 III-4〉 면담 일정 53

〈표 III-5〉 자료의 범주 56

그림목차

[그림 II-1] 수업컨설팅의 일반적 절차 23

[그림 II-2] 수업 관찰 및 분석이 수행되는 수업컨설팅의 절차 24

[그림 II-3] 한국형 수업컨설팅의 절차 26

[그림 II-4] 수행공학을 이용한 수업컨설팅 모형 28

[그림 II-5] PCK에 기반한 수업컨설팅 절차 29

[그림 II-6] 비디오피드백을 이용한 수업컨설팅(상담) 절차 31

[그림 II-7] 내러티브 탐구의 절차 38

[그림 III-1] 자료 분석의 과정 55

초록보기

 This study was conducted with the following objectives. Firstly, analyzing how instruction consulting is operated in the field of education by examining the teachers' experience. Secondly, clarifying whether instruction consulting is really meaningful to teachers and if it is influencing the growth of professionalism in their instruction. Lastly, finding out what kind of effort is needed for instruction consulting to be appropriately placed.

In order to achieve these research purposes, this study was conducted by qualitative and narrative analysis of ten elementary school teacher participants. The collected data consists of interviews and storytelling materials that were analyzed through transcription, coding and categorization. In order to ensure the validity and reliability of the study, the participants reviewed the transcription themselves. The results of the study are summarized as follows.

First, teachers were exposed to instruction consulting by others. Some participants applied for class consulting to better the performance of their schools. Some entered themselves, but in this case they were also in a situation where someone would have had to. This can be thought of as forced spontaneity. It was also found through research that less experienced teachers in a weaker position were more vulnerable to this situation.

Second, the lack of professionalism and awareness of instruction consulting managers was revealed. They mostly supported formal consulting with low accountability. In addition, most of them could not distinguish between existing scholarship and class consulting.

Third, it turned out that there was a problem with the consultant's capabilities. The consultant should be an expert in their field and the method. However, except in a few cases, teachers expressed doubts about the expertise of the consultants. Not only was the consultant doing consulting formally but they also used the teacher to improve his or her performance only. This indicates that there was a problem with the expertise of the consultant. The consultants listed in the Instruction Consulting Workforce Pool of the Education Support Office were also evaluated in the same way, so there was a problem with the system for managing instruction consulting.

Fourth, the instruction consulting experience promoted teacher 's growth. The teachers who participated in instruction consulting found their shortcomings and made various efforts to fill them. These efforts included training, participation in professional learning communities, and application for more instruction consulting. They overcame a sort of burden by helping themselves and their own efforts. Furthermore, their confidence improved after the class was opened. This improvement in self-confidence will have a positive impact on their teaching profession.

Fifth, teachers hoped that instruction consulting would be conducted in a proper way and that the principle of instructional consulting might be properly maintained. The expected types of instruction consulting by teachers were: consulting what they want and when they want it, getting professional help, and continuing to get help until the problem is solved. These are the principles of instruction consulting; spontaneity, professionalism, and longevity.

Based on the above results, the following conclusions are drawn. First, the teacher must be recognized as an expert and be self-motivated. The participants were limited in their choice of performances or tasks by participating in instructing consulting. This eventually lead to bad first impressions of the consulting. In order to avoid such problems, it is necessary to create an environment in which the teacher can be recognized as an expert and can apply for instructional consulting according to his or her needs.

Second, instructional consulting is an opportunity for teachers to change and has the potential to have a positive effect on the teaching profession. Teachers who have experienced instruction consulting have improved their confidence in class through the class opening process, and have made efforts to improve their classes. Mindfulness led to real effort and expertise. Since then, the teachers have shown positive and enthusiastic attitudes in pursuing their teaching career.

Third, if principles of instruction consulting are properly maintained, teachers will actively choose to participate in instructional consulting. The types of instruction consulting that teachers want are not much different from the principles of instruction consulting presented in previous research. The teachers especially wanted the principles of spontaneity, professionalism, and longevity to be properly maintained. If these principles are followed well, teachers expressed their intention to participate actively in instruction consulting.

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