Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Investigation of a Mentor-Teacher Qualification Standard through the Analysis of Interaction in Mentoring Conversations

멘토링 대화에서 나타나는 상호작용 분석을 통한 멘토 전문성에 대한 고찰

  • Received : 2016.07.25
  • Accepted : 2016.11.25
  • Published : 2016.12.31
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Abstract

The purpose of this study was to investigate a mentor-teacher qualification standard to support professional development for beginning secondary science teachers. The participants were four mentee teachers and four mentor-teachers. The relationship between the development of beginning science teachers teaching practice and characteristics of the mentoring and interactions was investigated by analyzing conversations between mentor and mentee teachers during the collaborative mentoring. Three mentoring conversation records and transcripts during mentoring program were collected. An analytical framework of mentoring conversations was used in the analysis of mentoring conversations and RTOP was used for lesson analysis to determine the development of teaching practice. The results show that the types of interactions during mentoring varied according to the mentoring teams. Mentors who encouraged reflective thinking induced a higher level of teaching in their mentees. The mentor qualification standard was determined from the relationship between the characteristics of the interaction and the improvement in beginning teacher's teaching practice. To be an effective mentor, the mentor should be able to 1) lead the interaction in a manner that encourages the exchange of opinions, 2) induce reflective thinking and ability to achieve reflective practice following reflective thinking, 3) provide clear explanations and suggest detailed methods, 4) lead conversations that encourage reflective thinking with questions about teaching supported techniques.

이 연구의 목적은 협력적 멘토링 프로그램에서 멘토교사와 멘티교사간의 멘토링 대화에 나타나는 상호작용 특징을 분석하여 멘티교사의 교수기술발달 정도와 연관성을 토대로 멘토 전문성에 대해 고찰해 보고자 하였다. 이를 위해 초임중등과학교사 4명을 멘티교사로, 경력교사를 4명을 멘토교사로 선정하였다. 개발된 협력적 멘토링 프로그램에 따라 멘티교사들에게 5회의 멘토링을 실시한 후 1차, 3차, 5차 멘토링 대화를 상호작용 분석틀에 따라 분석하였다. 이 결과를 바탕으로 멘티교사가 실행한 총 5차시 수업을 RTOP으로 분석하여 교수기술발달 정도와의 연관성을 알아보고 멘토의 전문성 기준에 대해 고찰하였다. 멘토링 대화에서 상호작용 시작은 멘토가 주도하며 멘토교사 질문의 형태가 단순질문 비율이 높으면 멘티교사 반응은 단순반응의 비율이 높아져 반성의 기회가 차단되고 교수기술 발달정도가 적었다. 반면 멘토교사 질문의 형태가 사고질문의 비율이 높은 경우, 멘티교사 반응은 설명반응의 비율이 높아져 설명반응을 하는 과정이 반성의 기회가 될 수 있고 반성은 반성적 실천을 용이하게 하여 교수기술 발달정도가 높았다. 사고질문의 비율이 높아도 교수기술 지원이 미흡한 경우는 발달정도가 미미했다. 교수기술 피드백 방법이 멘토교사 중심의 설명식이면, 멘티교사가 단순반응을 하게 되는 경향이 있어 반성의 기회가 차단되고 교수기술발달 정도 역시 적었다. 멘토교사 피드백의 형태에서 설명피드백 비율이 높으면, 교수기술발달정도가 높은 경향이 있었다. 이러한 결과를 바탕으로 초임과학교사의 수업실행 전문성 발달을 위한 멘토교사의 전문성 기준을 다음과 같이 제시하였다. 첫째, 멘토교사는 서로 의견이 교환되는 형식으로 상호작용을 이끌어 갈 수 있는 능력이 필요하다. 둘째, 멘토교사는 상호작용 할 때 멘티교사의 사고에 초점을 두고 반성적 사고를 유도하는 상호작용을 해야 하며, 멘티교사의 반성이 반성적 실천으로 이어지도록 지원할 수 있어야한다. 셋째, 교수기술 지원 시 멘토교사는 명확한 근거나 구체적인 방법을 제시할 수 있어야 효과적이다. 넷째, 멘토교사는 하나의 교수기술을 지원할 때마다 멘티교사에게 지원된 교수기술에 대해 생각할 수 있는 기회를 제공하여 자신의 수업에 지원된 교수기술을 활용하기 위한 숙고의 과정을 거치도록 유도해야 한다.

Keywords

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