본 연구의 목적은 자기 모델링 기법을 통한 교수행동변화를 알아보고, 교생의 교수행동에 대한 구체적 자료를 체계적으로 관찰, 제시하는데 있다. 연구대상은 중·고등학교 체육교생 4명(남자 3, 여자 1)으로 선정하였고, 연구기간은 교생실습기간(참관학습 1주를 제외) 3주간에 걸쳐 이루어졌다. 관찰된 교수단원은 구기종목(농구, 소프트볼)과 체조(무용), 육상(단거리 달리기, 멀리뛰기)이었다. 교생의 교수행동은 소형 비디오 카메라를 이용한 비디오촬영과 Sharpe와 Koperwas(2001)에 의해 개발되어진 행동분석 관찰프로그램인 컴퓨터 소프트프로그램(BEST)을 이용하여 관찰 분석되었다. 수집된 교생교수 행동 자료는 빈도와 강도(지속시간)에 의해서 분석되었고, 그 결과는 다음과 같다. 자기 모델링 기법의 처치 효과를 나타내는 처치전과 처치단계의 수업관련부분에서 관찰영역을 제외한 영역의 교수 행동 빈도와 강도 또한 효과적인 것으로 나타났다. 또한, 처치효과의 지속성을 나타내고 있는 처치후의 교수행동 또한 처치 전과 비교하였을 때, 수업관련 부분에서 관찰영역을 제외한 영역에서 다소 높거나 동일한 수준의 빈도와 강도(지속시간)수준을 보였다.

The purposes of this study were to examine the applicable use of one technologically driven behavior analysis strategies and taxonomy (Sharpe & koperwas, 2000; BEST software) into teacher training programs in Korea and investigate the relative effectiveness of self-modeling on preservice teacher`s teaching behavior. Prior to the study, a theory- and culture-based teaching behavior coding scheme for Korean preservice teachers was first constructed to collect preservice teachers` behavioual data. Participants were three male and one female undergraduate students enrolled in a 12-week senior teaching practicum course required for teaching certificate in Korea. Teaching performances in the mandatory 4 weeks field-based practicum of undergraduates (N=4) were observed during an 18-lesson soccer, filed and track, dance, and softball unit in a middle school. An A-B-A multiple-baseline design was used. The B-Phase consisted of self-modeling feedback. The multiple-baseline represented the differing times in which same sequential behavior analysis feedback treatment was administered. Results showed that the self-modeling intervention was effective in increasing teaching-related behaviors (i.e., demonstration, guidance, monitoring, task involvement, and feedback provision), and reducing nonteaching-related behaviors (i.e., unnecessary time spent on equipment management, negligence, and punishment). Additionally, the initial validity and reliability of the teaching behavior coding scheme developed for this study was found applicable and effective for observing and analyzing inclusive teaching practices among korean preservice teachers. Last, results also supported the view that practice teaching behaviors among preservice teachers in school-based settings could be improved and maintained as an effective educational approach with the sequential feedback provision from the university supervisors and faculty, and cooperating teachers.

• So Ho-Sung(California State University San Bernardino, USA) | 소호성
• Chung Woo-Young(Chung-Ang University) | 정우영
• Seong Jung-Ki(Chung-Ang University) | 성중기
• Kim Jang-Woo(Chung-Ang University) | 김장우