최근 사범대학의 교육과정에 도입된 교육봉사활동 교과는 교육실습과 마찬가지로 예비교사들 의실제적인수업능력의함양을중요한목표중하나로서고려하고있다.따라서이연구에서는교 육봉사활동교과의충실한운영과효과를제고하기위하여수업실행과연계된교육봉사활동에초 점을맞추어관련실태를예비교사들의인식을통해살펴보았다. 이를위하여사범대학의과학교 육과에재학중인30명의중등과학예비교사들을대상으로설문조사를하였다.연구결과,대부 분의예비교사들이교육봉사활동교과운영의목적을비교적올바르게이해하고있었지만,자신의 역량을단순히사회에기부하거나취업을위한이력쌓기활동으로이해하고있는예비교사들도있 었다. 또한예비교사들은교육봉사활동기관에서멘토나보조교사의역할을주로수행했던것으 로나타났다.그리고수업진행의기회를가질수있었던예비교사들은학생들에게좋은수업을제 공하기위한고민과노력을했던것으로나타났다.그러나자신의전공교과와관련없는타교과의 수업,수업방법이나전략에대한예비교사들의의견을반영하는것없이교육봉사활동기관의지 시와요구에만따르는수업진행,학생들의불성실함등으로인해수업을실행하는과정에서어려 움을겪었던것으로나타났다. 그리고예비교사들은수업실행과관련된어려움을해결하기위한 방법을스스로찾거나해결하지않은채그대로두었던것으로나타났다.이에대한교육적시사점 을논의하였다.
Recently, cultivating pre-service teachers' practical teaching skills in the educational service activity subject has been considered as one of the most important objectives of teaching practice. In this regard, the current study examined the operation condition for the subject, with a focus on the teaching practices through the perceptions of the pre-service teachers in order to improve the effectiveness of the educational service activity subject. For this purpose, a survey was conducted for 30 secondary science pre-service teachers. The results revealed that most of the participants had proper perceptions on the purpose of the educational service activity subject while some of them misunderstood the purpose of the subject as simply donating their own capabilities to society or building their qualifications for the job. It was also discovered that the pre-service teachers mainly performed the roles of the mentor and/or the teacher's assistant during the educational service activity. The pre-service teachers who had opportunities for teaching had tried to provide good lessons for the students. However, most of the pre-service teachers had difficulties teaching because 1) they taught the subjects unrelated to their major, 2) the teaching was tailored to the needs and directions of the institutions without reflecting the pre-service teachers’ views on teaching methods and strategies, and 3) the students were not serious in the preservice teachers’ class. It was verified that pre-service teachers found the solutions for the problems themselves and/or endured the problems without seeking solutions when they faced problems related to the teaching practices during the educational service activity. Educational implications of these findings were discussed.
I. 연구의 필요성 및 목적 II. 연구 내용 및 방법 III. 연구 결과 IV. 결론 및 제언 참고문헌
