멘토링 장학을 통한 교실수업 개선

Abstract

‘멘토링 장학을 통한 교실수업개선’을 주제로 연구를 진행하면서 얻은 결과는 다음과 같다. 가. 멘토링 장학에서 멘토와 멘티 간의 래포(rapport) 형성을 통해 동료 교사간 친밀감과 신뢰도가 높아졌으며 이는 교사의 전문적 성장과 교수·학습 방법 개선에 크게 기여하였다. 나. 동영상 촬영 및 수업 분석 등을 통해 교사들은 수업 공개에 대한 부담감과 두려움을 극복하고 수업에 자신감을 갖게 되었으며, 다양한 교수·학습활동을 전개하기 위한 노력을 지속적으로 해 나갈 것이라는 의지를 보여, 수업에 대한 교사의 의식이 변하였음을 알 수 있었다. 다. 학습 효율을 극대화할 수 있는 자료 투입 및 교과별, 단원별 다양한 교수·학습 활동의 전개를 통해 학생들의 학습의욕을 고취하였으며, 학부모 대상 공개수업을 통하여 학부모의 신뢰를 얻음으로써 공교육의 위상을 높이게 되었다. 라. 내실 있는 교실수업개선을 위한 수업 공개 분위기를 확산하고 스스로 참여하고 함께 연구하는 환경을 조성하여 공개 수업, 교실수업개선 관련 연수, 수업 녹화 및 탑재 등을 실시함으로써 교사들의 수업개선 마일리지가 높아졌다.

When scholarship or school inspection is broadly understood to give some mutual help, contemporary teachers can be excellent school inspectors to each other. It is none but teachers who know their problems clearly and correctly and who can help themselves. That's why we need scholarship activities to improve classroom instruction, utilize men power at school, activate interaction, and promote aggressive partnership. One representative example is inter-teacher mentoring. After building up the conditions for mentoring scholarship, my school tried to seek and apply mentoring-teaching skill-improving programs. The goals were helping teaching-learning activities, strengthening in-school training, providing self-reflection and professional knowledge, and increase teachers' speciality. So 1:1 team mentoring was practiced with diverse-career teachers of the same subjects. In the subject of social studies and history, the mentor-mentee teachers had similar careers. This cooperative peer mentoring was composed of opening each other's classes and discussing in order to promote speciality systematically and effectively. As a result, mentoring scholarship raised closeness and trust among the teachers, while contributing to the growth of teachers' professionalism and the improvement of instruction methods. Through the video shooting and class analysis, more teachers got over the burden and fear of class opening and confidently made efforts to stage various teaching-learning activities. In addition, materials were used to maximize learning efficiency, multiple instruction activities were held to boost up students' learning will, and the status of public education was acknowledged by attaining reliability from the parents through the open classes for them. Consequently, this series of class opening, instruction training, class recording and so on have led to the elevated class-improvement mileage. However, for the expansion of efficient autonomous scholarship, the development of training programs and the improvement of training conditions to reflect each teacher's level and characteristics are essential. Some technical assistance is needed to properly and precisely record class instruction. Various contents with quality as well as highly professional materials with easy application at school should be created. In conclusion, mentoring scholarship was proven to be of help in class management and instruction skill improvement. As it tends to show some complementary effects to common autonomous scholarship, consistent research and adequate compensation may be necessary to stimulate mentoring scholarship and trigger more participation from among the whole staff of teachers.