ScholarWorks@경상국립대학교

초록

This study aims to deeply explore the impact of practicum duration on the professional development of pre-service biology teachers. For this purpose, in-depth interviews were conducted with 13 pre-service teachers from a 4-week short-term practicum and 5 from a 15-week semester-long practicum (school field practicum semester system). The collected data were analyzed using a qualitative thematic analysis method based on Grounded Theory. The findings revealed that the practicum duration is a critical factor that brings about a qualitative transformation beyond a quantitative difference in experience. The experience of short-term practicum trainees was characterized by 'roleplaying,' where they imitated the mentor teacher's knowledge to perform assigned tasks. In contrast, semester-long practicum trainees experienced a process of 'identity formation,' creating their own teaching methods and internalizing a sense of responsibility through student interaction and reflection. These differences were summarized into three core themes: <Teaching Experience: From Imitation to Creation>, <Assessment Experience: From Assistant to Person in Charge>, and <Teacher Competency Development: From Skill Acquisition to Identity Internalization>. The results of this study suggest that a semester-long practicum, which provides sufficient time and responsible roles, is effective for pre-service teachers to establish their teacher identity as reflective practitioners, rather than as mere technicians.

키워드