디자인교육 실습이 자기효능감에 미치는 영향

Abstract

This study aims to understand the teaching practice experience by design teacher candidates, and to determine how such teaching practice experience influence their self-efficacy sense of teaching job and teaching method. To this end, this study conducted ex ante and ex post interviews of 65 teacher candidates who practiced teaching in secondary schools in Busan and South Gyeongsang Province and who attended the design department of Graduate School of Education. It also examined their teaching practice diaries in an effort to evaluate their self-efficacy sense. The objectives of this study are outlined as follows. First, regarding the research into teachers, their current self-efficacy sense is determined, and the concept of self-efficacy sense is studied. Second, a complete model is offered to determine how design teacher candidates evaluate their ability in terms of their input behaviors, diverse related variables, and clues to evaluating self-efficacy sense. Third, measures to boost teachers' self-efficacy sense are offered from the perspectives of teaching practice, and from the perspectives of their attending teachers at practice schools. In particular, the design subjects in high schools are insufficient for design teacher candidates, and their self-efficacy sense of design subjects and curricula need to be studied. In consideration of these situations, the specific status and problems of the teaching practice by teacher candidates of design subjects need to be examined, and their self-efficacy sense before and after their teaching practice are verified through a survey.