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포스트 코로나 시대, ‘좋은 수업’에 대한 교사 및 학생의 인식 분석과 ‘좋은 수업’ 지원 방안 탐색(Ⅰ): 초등학교를 중심으로 (RRI 2023-7) Analysis of Teachers’ and Students’ Perceptions of “Good Teaching and Learning” in the Post COVID-19 Era and Investigation of Supporting Measures (1): Focusing on Elementary School

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보고서명포스트 코로나 시대, ‘좋은 수업’에 대한 교사 및 학생의 인식 분석과 ‘좋은 수업’ 지원 방안 탐색(Ⅰ): 초등학교를 중심으로 (RRI 2023-7) 보고서명(영문)Analysis of Teachers’ and Students’ Perceptions of “Good Teaching and Learning” in the Post COVID-19 Era and Investigation of Supporting Measures (1): Focusing on Elementary School

책임자 차조일
소속기관한국교육과정평가원
내부연구참여자
외부연구참여자
발행기관 한국교육과정평가원
ISBN979-11-6846-310-3 93370
출판년도2023
페이지302
보고서유형 기본연구보고서
연구유형 정책
표준분류 교육 > 초중고교육
자료유형연구보고서
공공누리유형 4유형 (출처표시+상업적이용금지+변경금지)
주제어포스트 코로나 시대, 좋은 수업, 초등학교

본 연구는 코로나19 시기의 교육 경험이 초등학교 교사와 학생의 좋은 수업에 대한 인식에 어떠한 영향을 주었는지를 파악하고, 이를 기반으로 포스트 코로나 시대 좋은 수업에 대한 지원 방안을 개발하는 것을 목적으로 하는 정책 연구이다. 또한 연차 연구로 구성되었으며 1년 차 연구인 본 연구에서는 초등학교를 중심으로 연구를 수행하였으며, 이후 2년 차 연구에서는 중학교를 중심으로 연구가 진행될 예정이다.
본 연구에서는 ‘포스트 코로나 시대’라는 개념을 통해 코로나19가 교육 전반에 끼친 영향, 그리고 더욱 빨라진 미래 교육 담론을 반영하고자 하였다. 또한 코로나19로 인한긍･부정적인 영향을 공교육 내실화와 학교 교육 위기에 대응하기 위해 등장한 ‘좋은 수업’담론에 결합시켜 코로나19 이후 시대에 부합하는 초등학교의 ‘좋은 수업’을 지원하고자 하였다.
좋은 수업에 대한 체계적이고 종합적인 접근을 위해 본 연구에서는 좋은 수업 관련 선행 연구 분석 및 FGI를 통해 초등학교 교육에서의 좋은 수업 관련 5개의 영역 및 10개의 구성 요소를 도출하였다. 다음으로 코로나19 시기의 교육 경험에 대한 분석을 위해 관련 교육 정책을 분석하고 초등학교 교사와 학생을 대상으로 한 면담을 통해 좋은 수업 관련 5개의 영역 및 10개의 구성 요소와 관련된 코로나19 시기의 교육 경험을 심층적으로 파악하고자 하였다. 또한 포스트 코로나 시대에 요구되는 좋은 수업 지원 방안을 개발하기 위해 포스트 코로나 시대를 원격 수업이 제도화되고 코로나19 관련 방역 지침이 사라지는 시기로 규정하고, 초등학교 교사 및 학생들을 대상으로 포스트 코로나 시대의 좋은 수업에 대한 인식을 조사한 다음 지원 방안 마련이 필요한 사항에 대해 설문 조사를 실시하였다. 이와 같은 코로나19 시기의 교육 경험에 대한 분석 및 포스트 코로나 시대 좋은 수업에 대한 인식 조사 결과를 참조하여, 본 연구에서는 11개의 모듈로 구성된 좋은 수업 지원 방안을 개발하였다.
<이하 원문참조>

This study aims to analyze how the educational experiences during the COVID-19 affected elementary school teachers’ and students' perceptions of good teaching and learning, and develop supporting measures for good teaching and learning in the post COVID-19 era. This two-year study has conducted in elementary schools during the first year and will be conducted in middle school during the second year.

This study attempted to analyze and reflect on the future of education post COVID-19, after the pandemic impacted the entire education system and accelerated a revolutionary change in education through what has been defined as “the era of post COVID 19.” In addition, the study tried to suggest supporting measures for “good teaching and learning” in this new age by applying the positive and negative effects of COVID-19 to the “good teaching and learning” discourse that has emerged to rebuild the public education system and schools coming out this education crisis.

For a systematic and comprehensive approach to good teaching and learning, this research derived five dimensions and 10 components related to effective elementary school instruction by reviewing previous studies and getting consulting with FGI. Next, this study reviewed education policies to gain insight into the educational experiences during COVID-19 in the context of the five areas and 10 components related to good teaching and learning.

In addition, this research defined the post COVID-19 era as a period when online teaching and learning became official, and quarantine policies were abolished in order to develop supporting measures for good teaching and learning. A survey was conducted among elementary school teachers and students to evaluate their demands and needs for good teaching and learning. Based on a analysis of educational experiences during the COVID-19 and the survey results regarding post COVID-19 demands, this study developed a set of 11 supporting modules for good teaching and learning.

Chapter II reviewed previous studies on the principles and characteristics of good teaching and learning and analyzed various perspectives that contributed to the discourse on good teaching and learning. This review and analysis highlighted the educational paradigm shift towards constructivism since the 1990s, such as learner-centered approach, effective teacher-student interaction, and students’ active participation in their education. Designing classes based on individual students’ needs, fostering student participation, cultivating socio-emotional competencies, and promoting self-regulated learning were recognized as crucial elements, particularly in the era of COVID-19. This research considered the concept and framework of good teaching and learning, focusing on both students’ and teachers’ development. Three conceptual directions were defined as fundamental principles: First, students should be central to the learning process. Second, the focus should extend beyond achieving learning goals in a long-term perspective. Third, the classroom should contribute not only to students’ growth but also to teachers’ professional development.

This research developed the concept and framework of good teaching and learning, deriving components of good instruction which specify or subdivide the characteristics of good teaching and learning through the literature review, expert consultations, and FGI.

This research, in particular, defined good teaching and learning as “a process in which teachers and students can achieve educational goals that satisfy the needs of the times, society, and students through meaningful interactions in an educational environment that effectively supports educational activities.” Furthermore, through three rounds of FGI and consultation with experts, this study designed a multi-dimensional framework which categorizes good teaching and learning with “revision of the classroom environment and effective resource utilization,” “individual session teaching practices,” and “teacher and student development.” The “individual session teaching practices” component further includes “class design,” “class implementation,” and “class assessment.”

Chapter III analyzed educational policies related to COVID-19 and conducted in-depth interviews with elementary school teachers and students to examine their educational experiences during this period, as these experiences were anticipated to influence teaching and learning in the post COVID-19 era. First, the analysis revealed that COVID-19 education policies strongly relied on online classes and quarantine guidelines. Second, in-depth interviews helped classify educational experiences of elementary school teachers and students during COVID-19 into five dimensions related to good teaching and learning, including “revision of the classroom environment and effective resource utilization,” “ class design,” “class implementation,” “class assessment,” and “teacher and student development.”

Throughout this process, researchers identified specific implications to develop measures supporting good teaching and learning in the post COVID-19 era. First, these implications included the need for creating an online classroom environment, involving family and parental support for “educational environment and resource utilization.” Second, the result promoted a systematic and comprehensive approach to enhance interaction, focusing on non-verbal and socio-emotional aspects in “class planning, class activities, and class assessment.” Furthermore, it emphasized the importance of “teacher and student development” using their educational experiences during COVID-19.

Chapter IV emphasized the systematic acceptance of online classes as a key feature of teaching and learning, based on the finding from Chapter III, which covered the COVID-19 period. It highlighted the significance of interactions between students and teachers, as well as among students, after the removal of quarantine guidelines that had restricted classroom instruction during COVID-19. With this information, this research conducted a survey among elementary school teachers and students to analyze the demands for good teaching and learning in the post COVID-19 era when online classes were officially recognized, and quarantine guidelines were abolished. The survey involved 381 elementary schools, selected by region and size. Homeroom teachers of the first class of these schools and students of the first class of the sixth grade who experienced COVID-19 participated in the survey. A total of 677 teachers and 3,643 students responded.

Based on the results of the teacher survey, it was evident that there was a demand for a teaching and learning environment supporting self-directed and cooperative learning, particularly in “revision of the classroom environment and effectively using resource.” Additionally, recognizing students’ cognitive and socio-emotional characteristics, guiding learning methods that improve interaction, and encouraging self-directed and cooperative learning were seen as important in “class design” and “class implementation.” Respondents also stressed the significance of teacher feedback for improving the learning process, learning outcomes, and student development, particularly in “class assessment.” Lastly, they emphasized the importance of utilizing learning experiences for the “development of teachers and learners” to cultivate self-directed and cooperative learning abilities. They responded that most necessary policy support for practicing good teaching and learning was “securing classroom space and equipment,” “identifying cognitive and socio-emotional characteristics,” “increasing cognitive and socio-emotional interaction,” “giving teacher feedback that can provide students with an opportunity to enhance the learning process, improve learning outcomes, and development,” and “using learning experiences to cultivate self-directed and cooperative learning abilities.” The results of analyzing participants’ background variables revealed differences in perception based on the teacher's career length, with more experienced teachers recognizing the importance of cooperative systems, understanding cognitive and socio-emotional characteristics to understand relationships with students’ homes and community, and fostering basic learning methods for good teaching and learning. Furthermore, teachers with more teaching experience recognized the importance of teacher feedback, inter-learner feedback, and monitoring, which can improve the learning process, enhance quality of outcomes, and provide an opportunity for development. They recognized that good teaching and learning has a positive effect on the development of students as well as teachers.

According to the students’ response, it is necessary to prepare classes with various teaching methods and tools to facilitate good teaching and learning. They also stressed the importance of making classes engaging through various activities and enabling students to evaluate what they have learned, either independently or with the assistance of teachers. The analysis based on the students’ background variables revealed that experiences with content-based classes could influence the perception of the need for customized classes, depending on their levels.

In Chapter V, researchers formed a working group consisting of elementary education experts who specialize in the five components related to good teaching and learning derived from Chapter II. The objective was to develop supportive measures for good teaching and learning in elementary schools during the post COVID era. Using the five dimensions and 10 components derived by the working group, this study developed 11 modules for supporting good teaching and learning. These modules include the followings: “1.1 Making a class that understands me and helps you,” “1.2 Exploring, sharing, and utilizing educational resources for future education,” “2.1 Designing modular classes that teachers and students construct together,” “2.2 Guidelines for designing classes that take into account the cognitive and socio-emotional features and needs of students,” “3.1 Coordinating socio-emotional conflicts through group activities,” “3.2.1 Increasing student interactions through group activities,” “3.2.2 Developing students’ self-direct learning through group activities,” “4.1. Monitoring students by themselves and by using meta-emotional activities,” “4.2 Exploring effective feedback for good teaching and learning,” “5.1 Reflecting on myself to further improve,” “5.2 Guidelines to establish a professional learning community by reflecting on experiences during
COVID-19.” Each module includes information on its background, structure, and outcomes. The development process considered the characteristics and components of good teaching and learning, allowing for some flexibility.

Based on the research results, this research proposed educational policy suggestions and implementation strategies to support good teaching and learning in the post COVID-19 era. These suggestions include support for cultivating elementary school teachers’ competences, enhancing teachers’ expertise in good teaching and learning, and promoting innovation in school for good teaching and learning in the post COVID-19 era.

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