교육실습에서 예비교사가 경험하는 고등학생과의 관계 형성 특성: 단기제와 학기제 교육실습의 비교

초록

This qualitative study examined the characteristics of pre-service teachers' relationship formation with high school students differ across a short-term practicum (four weeks) and a semester-long practicum (fifteen weeks). Participants included 20 secondary pre-service teachers (13 short-term, 7 semester-long) from the Department of Biology Education at G University. Data from practicum journals, reflection papers, and semi-structured interviews were analyzed using the constant comparative method. Recognizing that the semester-long practicum is still a transitional initiative implemented by only some teacher education institutions and partner schools, this study interpreted differences in relationship formation not as the result of practicum duration alone but as shaped by the interaction of practicum duration, school ecology, institutional arrangements, and pre-service teachers' positionality. The findings revealed differences across four relational dimensions: orientations toward relationship entry, opportunities and perceptions for relationship expansion, conflict mediation and caring practices, and relationship conclusion with professional identity formation. First, participants in the short-term practicum tended to seek immediate rapport and actively approached students' social spaces, whereas participants in the semester-long practicum accepted initial awkwardness as a natural part of the process and adjusted the pace of relationship building. Second, short-term participants attached greater significance to event-centered interactions through guidance duties and school events, whereas semester-long participants internalized the school system through everyday routines and school events over the course of the semester. Third, short-term participants remained at the stage of aesthetic caring centered on empathy and support, whereas semester-long participants progressed toward authentic caring that balanced pedagogical authority with care. Finally, short-term participants developed an optimistic view of teaching through intense farewell experiences, whereas semester-long participants developed a more realistic professional identity grounded in everyday trust. Ultimately, the study suggests that cultivating pre-service teachers' expertise in building relationships with and guiding students requires more than extending practicum duration, highlighting the need for sustained student interactions and structured guidance experiences in teacher training, as well as collaborative systems that support pre-service teachers' disciplinary authority.

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