수업에 대한 형성적 동료평가 프로그램 사례 분석

신종호

서지반출

국문초록

대학의 수업 개선을 위한 방안 중 하나로 오랜 기간 동안 외국 대학들에서 시행되고 있는 수업에 대한 동료평가(peer review of teaching)에 대하여 최근에는 국내 대학들에서도 관심 을 보이고 있다. 이에 신종호와 홍성연(2013)은 수업의 질 개선을 위하여 국내 대학에 적용할 수 있는 동료평가 프로그램 모형들을 개발하고, 우선적으로 형성적 동료평가 프로그램의 도 입을 제안하였다. 본 연구는 이에 대한 후속 연구로 국내 대학에서 진행된 수업에 대한 형성 적 동료평가 프로그램 사례를 분석하여 동료평가의 효과와 함께 프로그램의 형태와 참여자의 특성에 따라 나타나는 차이점을 분석하였다. 동료평가의 효과에 대한 연구결과 형성적 동료평가 프로그램은 수업 공개 및 동료 교수 간 의 대화를 활성화하여 수업개선을 위한 협력적 교육 문화 확산에 기여할 수 있음을 확인할 수 있었다. 또, 교수들은 동료평가 프로그램의 참여를 통해 수업에서의 문제점 분석 및 수업 개선을 위한 구체적인 수업 기술을 획득할 수 있으며, 전공이 같은 교수그룹인 경우 교과내 용, 전공특성, 학생특성을 고려한 논의 및 피드백을 상호 교환할 수 있었다. 마지막으로 동료 평가 프로그램은 교수들이 수업 전문성 개발을 위한 노력을 지속하게 하는 내재적 동기부여 역할을 하였다. 동료평가 프로그램의 형태와 참여자의 특성에 따른 차이점을 분석한 결과에 서는 동료평가가 형성적 목적이라 하더라도 프로그램 참여 동기와 참여자의 특성에 따라 동 료평가에 대한 인식과 기대, 멘토의 자격에 대한 의견이 달랐다. 또, 동료평가 과정에서 제공 되는 대화와 피드백의 내용과 형태도 참가자의 특성과 그룹 구성에 따라 달라짐을 확인할 수 있었다. 이러한 연구결과를 바탕으로 국내 대학에서 동료평가 프로그램을 운영하고자 할 때 고려해야할 사항을 제안하였다.

영문초록

Recently, universities in korea have interests in the peer review of teaching, which is implemented from foreign universities for a long time as one of the tool to improve teachings in higher education. For such, Shin & Hong (2013) developed program models for peer review of teaching that is adaptable to domestic universities to improve teaching quality, and proposed to start the formative peer review program in priority. This study analyzed the differences appeared according to forms of programs and the characteristics of participants together with the effect of peer review by analyzing formative peer review of teaching program cases at A university in Korea as a follow-up study of such. First of all, the result of the study on the effectiveness of peer review confirmed that the formative peer review program could contribute to expansion of cooperative educational culture to improve teaching by activating open classes and communication between and among colleagues. Moreover, Faculties could learn specific teaching techniques to analyze problems during teaching and improve teaching, and in case of same major groups, they could have a discussion as considering subject contents, major and student characteristics and could exchange feedbacks through participating in the peer review program. Furthermore, the peer review program played a role of motivating internally to continue to develop teaching expertise for faculty. Second, the result of analyzing differences according to the forms of peer review program and characteristics of participants showed the different opinions on recognition, expectation and qualification of mentors on peer review depending on the motive of program participation and characteristics of participants even the peer review has the formative purpose. Moreover, it could be checked that the communication and the feedback contents and forms provided during the procedure of peer review are changing according to characteristics of participants and group pairing.

키워드

대학수업 개선 수업에 대한 동료평가 형성적 동료평가 교수개발 Formative peer review of teaching Faculty development Peer mentoring

참고문헌 (30건)

민혜리, 심미자, 윤희정(2012). 한국형 수업컨설팅, 서울: 학이시습.
신종호, 홍성연(2013). 대학수업 개선을 위한 수업에서의 동료평가 프로그램 도입 방안 탐색. 한국교원교육연구, 30(1), 201-230.
심미자(2012). 좋은 수업을 위한 수업컨설팅의 새로운 방향 탐색. 한국교원교육연구, 29(2). 371-396.
유영만(2005). 당신의 강의에 날개를 달아드립니다, 서울: 한양대학교 출판부.
정한호(2012). 원격대학 교수학습센터에서 이루어지는 수업컨설팅 사례에 관한 연구, 교육공학연구, 28(1), 193-229.
홍성연(2010). 대학 강의 개선을 위한 수업컨설팅 사례 분석, 아시아교육연구, 11(3), 97-127.
Bell, M.(2001). Supported reflective practice: a program of peer observation and feedback for academic teaching development. International Journal for Academic Development, 6(1), 29-39.
Bell, M.(2005). Peer observation partnerships in higher education. Milperra, NSW: Higher Educational Research and Development Society of Australasia(HERDSA).
Bell, M., & Mladenovic, R.(2008). The benefits of peer observation of teaching for tutor development. Higher Education, 55(6), 735-752.
Bingham, R., & Ottewill, R.(2001). Whatever happened to peer review? Revitalising the contribution of tutors to course evaluation. Quality Assurance in Education, 9(1), 32-39.
Brent & Felder(2004). A protocol for peer review of teaching, Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education
Cavanagh, R.(1996). Formative and summative evaluation in the faculty peer review of teaching, Innovative Higher Education, 20, 235-240.
Centra, J.(1993). Reflective faculty evaluation: Enhancing teaching and determining faculty effectiveness. San Francisco: Jossey-Bass.
Chism, N. V.(2007). Peer review of teaching: a source book. Boston, MA: Anker Publishing Group.
Costello, J., Pateman, B., Pusey, H. & Longshaw, K.(2001). Peer review of classroom teaching: An interim report, Nurse Education Today, 21, 444-454.
Harris, K., Farrell, K., Bell, M., Devlin, M., & James, R.(2008). Peer review of teaching in Australian higher education: a handbook to support institutions in developing and embedding effective policies and practices. Australian Learning and Teaching Council Publication. http://www.cshe.unimelb.edu.au/research/prot.html
Hubball, H. T. & Clarke, A.(2011). Scholarly approaches to peer-review of teaching: Emergent frameworks and outcomes in a research-intensive university. Transformative Dialogues Journal, 4(2). Retrieved from http://kwantlen.ca/TD/TD.4.3/
Keig, L.(2000). Formative peer review of teaching: Attitudes of faculty at liberal arts colleges toward colleague assessment. Journal of Personnel Evaluation in Education, 14(1), 67-87.
Keig, L., & Waggoner, M. D.(1994). Collaborative Peer Review: The Role of Faculty in Improving College Teaching. ASHE-ERIC Higher Education Report No. 2. ASHE-ERIC Higher Education Reports, George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.
Keig, L., & Waggoner, M. D.(1995). Peer Review of Teaching: Improving College Instruction Through Formative Assessment. Journal on Excellence in College Teaching, 6(3), 51-83.
Klein, J. D., Spector, J. M., Grabowski, B., & De la Teja, I. (2004). Instructor competencies. Standards for Face-to-Face, Online, and Blended Settings (Revised 3rd Edition). Information Age Publishing: Greenwich, CT.
Lomas, L., & Nicholls, G.(2005). Enhancing teaching quality through peer review of teaching. Quality in Higher Education, 11(2), 137-149.
Lomas, L., & Kinchin, I.(2006). Developing a peer observation program with university teachers. International Journal of Teaching & Learning in Higher Education, 18(3), 204-214.
Malik. D. (1996), Peer review of teaching: External review of course content, Innovative Higher Education, 20(4), 277-286.
McKenzie, J., Pelliccione, L., & Parker, N.(2008). Developing peer review of teaching in blended learning environments: Frameworks and challenges. Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008.
Mundy, V., & Grabau, L. J.(1999). Planning for peer review of teaching, Journal of Natural Resources and Life Science Education, 28, 31-36.
Parks, S. D.(1992). The university as a mentoring environment. Indian Office for Campus Ministries, Harvard University.
Taylor, P. & Richardson, A.(2001). Validating scholarship in university teaching: Constructing a national scheme for external peer review of ICT-based teaching and learning resources. Evaluations and Investigations Programme (Commissioned Report). Canberra: Higher Education Division, Department of Education, Training and Youth Affairs.
University of Kent(2004). The peer review system - A staff resource pack. Retrieved from http://www.kent.ac.uk/uelt/ced/themes/archive/files/peer-review.pdf
Wood, D. & Friedel, M.(2008). Peer review of online learning and teaching: New technologies, new challenges. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008.

구매하기 (5,700)

장바구니

국문초록

영문초록

목차

키워드

참고문헌 (30건)