ScholarWorks@숙명여자대학교

초록

The purpose of this study is to explore how student teachers become ‘a subject’ of their own teaching in a child care practicum course, which emphasizes one’s own reflection. This study targeted the 16 students, who took the ‘child care practicum’ course in the second semester of 2016 at S University. It was conducted for 10 months from March to December 2016. Data were collected from student teachers’ learning stories, reflective journals, child care practicum journals, interviewed materials, videos of class lessons and dialogue contents through social networks. The collected data were analysed and rearranged in a time sequence focusing that how each student teachers’ subjectivity has progressed. It was found that there were four types of student teachers’ experience in the process of becoming a subject. First, some student teachers tend to accept the instruction of the experienced teachers without challenging. By receiving all instructions from the experience teachers without any challenges, they performed their works faithfully. Hence, they appear to identify themselves as ‘student teachers’. Second, some student teachers seem not to regulate themselves as ‘student teachers’ in that they seek to discover the differences between themselves and the cooperating teacher and think about how to perform well when they become to work as ‘teachers’. Thirdly, they have a tendency to stop their own reflection as ‘teachers’ and passively accept the advices of the cooperating teachers, when the lesson evaluation was conducted after the lesson. Fourth, some student teachers who remained as “just student teachers’ became to reflect their own teachings after they exchanged their experiences with classmates. They seem to think subjectively about what the essence of teaching would be.

키워드