마이크로티칭(Microteaching) 기법을 활용한 수업에 따른 예비유아교사의 자기효능감 변화 탐색

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마이크로티칭(Microteaching) 기법을 활용한 수업에 따른 예비유아교사의 자기효능감 변화 탐색에 대한 보고서 자료입니다.

목차

Ⅰ. 서 론
　1. 연구의 필요성 및 목적
　2. 연구문제

Ⅱ. 연구방법
　1. 연구대상
　2. 연구도구 및 자료수집
　　1) 자기효능감 척도
　　2) 심층면접
　　3) 반성적 저널쓰기
　3. 연구절차
　　1) 마이크로티칭 기법을 활용한 수업 운영방식 문헌고찰
　　2) 본 연구에서의 마이크로티칭 기법을 활용한 수업 운영방식 구성
　　3) 사전검사
　　4) 마이크로티칭 기법을 활용한 수업 교육과정 적용
　　5) 사후검사
　6. 자료 분석

Ⅲ. 연구결과 및 해석
　1. 예비유아교사의 자기효능감 변화
　2. 마이크로티칭 기법을 활용한 수업의 긍정적 효과의 내용
　　1) 비디오 (재)녹화 다시 보기 : 반성적 실천과 노력
　　2) 관찰자․평가자들과 함께 보기 : 전문가다운 태도 경주
　　3) 발표자․진행자로서의 경험 : 발표불안에서 자신감 향상으로
　　4) 소그룹협력활동을 통한 성공적 경험 : 함께 해서 좋아요
　　5) 긍정의 언어적 피드백 : 칭찬과 격려

Ⅳ. 논의 및 결론

<참 고 문 헌>

<Abstract>

본문내용

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The Change of Self Efficacy of Preservice Early Childhood Teacher using Microteaching
Kim, Sung Jae
The purpose of this study was to analyze the effect and change of self efficacy of preservice early childhood teacher based on microteaching. In this study, the participants were 36 early childhood education majors at a college. The quantitative date were collected from an self efficacy scale, interviews with ten of the 36 students and from their reflective journals. The statistical results show that microteaching method is effective in improving preservice early childhood teacher's self efficacy. Positive results were seen in the following five categories: 1) reflective practice and effort through the video-(re)observation; 2) development of professionalism as a teacher through feedback and evaluation; 3) improving self confidence over speech anxiety through a presenter's role; 4) successful experiences of problem solving through the group activity; 5) positive verbal feedback such as a praise and encouragement from colleagues and professor.

키워드

예비교사,   마이크로티칭교수법,   자기효능감,   마이크로티칭,   예비유아교사,   마이크로티칭 기법