Earticle

본 연구는 들뢰즈의 ‘차이 생성’ 철학을 기반으로 교육연극의 의미를 고찰하였다. 들뢰즈의 차이 생성은 나와 다른 것이 만나면서 나 자신이 새로운 무언가로 변모하게 되는 과정이다. 본 연구는 교육연극을 차 이 생성의 실천적 구현으로 보고, 들뢰즈의 철학에 기반하여 교육연극의 의미를 세 가지 측면에서 고찰 하였다. 첫째, 교육연극은 되기로서의 신체 역량 강화한다. 학습자는 극적 상황 속에서 자신의 신체를 활 용하여 새로운 의미를 구성하고, 감각적 경험을 통해 세계와의 관계를 재설정하는 과정에서 신체 역량 을 강화한다. 둘째, 교육연극은 미세 지각의 장으로서 ‘지금-여기’를 체험하게 한다. 미세 지각은 상황 속에서 약동하며 생성되는 정념적·감각적 분위기 자체를 포착하는 방식으로 작동한다. 교육연극은 학 습자가 극적 맥락 속에서 미묘한 감정과 정서를 기민하게 포착할 수 있도록 한다. 셋째, 교육연극은 들뢰 즈의 노마디즘을 실현한다. 교육연극은 탈영토화와 재영토화의 과정에서 학습자가 다양한 정체성과 관 점을 탐색할 수 있도록 함으로써 새로운 관계와 의미를 창출하게 한다. 본 연구는 들뢰즈의 차이 생성을 기반으로 교육연극의 의미를 이론적으로 고찰하여 교육연극의 의미와 가치를 재조명하였다는 데 그 의 의가 있다.

This study examines the meaning of educational drama based on Gilles Deleuze’s philosophy of differentiation. Deleuze conceptualizes differentiation as a process in which encounters with the other lead to the transformation of the self into something new. Viewing educational drama as a practical realization of differentiation, this study explores its significance from three perspectives. First, educational drama enhances becoming as a bodily capacity. Learners engage in dramatic situations by utilizing their bodies to construct new meanings and strengthen their bodily capacities through sensory experiences that redefine their relationship with the world. Second, educational drama functions as a space of micro-perception, enabling learners to experience the “here and now.” Micro-perception operates by capturing the affective and sensory atmosphere that emerges dynamically within situations. Through dramatic contexts, educational drama sharpens learners’ ability to perceive subtle emotions and sentiments. Third, educational drama actualizes Deleuze’s concept of nomadism. Through the processes of deterritorialization and reterritorialization, educational drama allows learners to explore diverse identities and perspectives, thereby generating new relationships and meanings. This study contributes to reinterpreting the significance and value of educational drama by theoretically examining it through the lens of Deleuze’s differentiation.

본 논문의 목적은 교육 환경 변화에 대응하기 위한 대안적 학사제도로 주목 받는 마이크로디그리에 대한 학습자 인식을 조사하여 마이크로디그리 확대 운영 방안에 대한 제안을 하는 데에 있다. 이를 위해 먼저 각 대학 의 마이크로디그리 운영 현황에 대해 살펴본 후 경남 소재의 C대학교 학습자를 대상으로 2021년 1월 11일부터 22일까지 온라인(Google)으로 자료 수집을 하였고, 수집된 267부의 설문지를 IBM SPSS WIN/21.0을 사용하여 분석하였다. 그 결과, 마이크로디그리에 대한 인식은 ‘마이크로디그리 개설내용의 만족’ 항목을 제외하고 나머지 항목에서 계열에 따라 통계적으로 유의한 차이가 없었다(p>.05). 각 항목은 5점 만점이며 응답 결과가 4점 이상인 항목이 많은 것으로 미루어 마이크로디그리에 대한 학습자의 인식 정도가 높음을 알 수 있다. 본 연구 결과를 토 대로 마이크로디그리의 활성화를 위해 적극적인 홍보, 다양한 영역의 마이크로디그리 개설, 교육적 효과를 위한 다각적인 노력, 전산화 등의 필요를 제안한다.

This study aims to research the learners’s perception regarding micro degree which has been noteworthy as a alternative school system to cope with educational environmental changes and also offer a guideline for extended operating for micro degree. To this end, we looked at the operational status for micro degree each university and collected data through online(Google), targeting the students of C university located in Gyungnam province from 11 to 22 January 2021 and analyzed 267 questionnaires using IBM SPSS WIN/21.0. The result denoted that there is no meaningful difference statistically in the perception about micro degree, except the item ‘satisfaction with course contents’, out of rest of the items(p>.05). The items were designed to rate on a five-point scale, and the participants gave marked over 4 points to most of the items, meaning that the level of the perception of micro degree was quite high. Based on the results of this research study, we suggest that there are some needs for an aggressive campaign to activate, setting up the micro degree courses in a broad spectrum, multilateral efforts for educational value, and computerization.

본 연구는 교양 댄스수업에 참여한 대학생들의 마이크로 티칭(Micro Teaching)을 통한 수업 시연 과정에서 경험 한 학습자의 인식변화를 알아보고 교양 댄스수업의 활성화에 도움이 되고자 하는 데 연구목적이 있다. 이를 위해 편의표본 추출법을 통하여 연구자가 직접 지도하고 있는 B광역시 대학교 학생 6명을 선정하여 2022년 3월부터 6월까지 연구를 진행하였다. 수집된 각종 문서자료, 참여 관찰, 심층 면담을 통해 분석된 자료는 수업에 참여 전, 중, 후의 인식변화 등으로 범주화하였고 결과는 다음과 같다. 첫째, 수업 시연을 준비하는 과정에서 사고의 폭이 넓어지는 경험을 하였다. 둘째, 수업 시연을 준비하면서 독립적인 주체가 되어 문제해결 능력과 긍정적 인식변화를 가져왔다. 셋째, 학생들이 새로운 문제에 직면했을 때 스스로 해결할 수 있다는 가능성을 발견하고 자신감과 성취감을 획득하였다. 이러한 결과를 수업이 종료된 이후에도 이러한 경험은 일상생활에서 신체 활동이 취미로 이어질 수 있고 평생 체육활동의 장이 마련될 수 있다고 생각한 다. 나아가 이러한 경험은 사회생활에서 새로운 업무를 시도할 때 다양한 사고와 더 좋은 해결방안을 모색하기 위해 소통하 고 교감하며 협력하는 방법을 제시할 수 있을 것이다.

The purpose of this study is to find out the changes in learners' perceptions experienced in the class demonstration process through micro teaching of college students who participated in liberal arts dance classes and to help revitalize liberal arts dance classes. In order to achieve the purpose of in this study, 6 students from B Metropolitan City University, who were directly guided by the researcher through the convenience sampling method, were selected and the study was conducted from March to June 2022. The collected various document data, participation observation, and data analyzed through in-depth interviews were categorized into changes in perception before, during, and after participation in the class, and the results were as follows. First, in the process of preparing for the class demonstration, student experienced a wider range of thoughts. Second, while preparing for the class demonstration, the student became an independent subject, resulting in a change in problem-solving skills and positive perceptions. Third, student discovered the possibility of solving new problem on their own and acquired confidence and a sense of accomplishment. Based on these results, the experience of class demonstration is believed that physical activities can lead to hobbies in daily life and provide a place for lifelong sports activities after class is over. Furthermore, these experiences will be able to suggest ways to communicate, communicate, and cooperate to find various thoughts and better solutions when trying new tasks in social life.

This paper reports the results of a study on the perception of education returns among the residents of a poor urban neighborhood in Jalisco, Mexico. We found that household heads have a lower expectation of education returns when the household head is a small business owner, controlling for the parents’ education level and gender, income and household socio-demographic characteristics. Parents who own a small business report that they are more likely to let their children drop out school. This fact is important to be considered when microcredit policy is designed and implemented for the creation of small businesses.

Purpose ? The purpose of this study was to explore female worker’s perception on the gender micro-aggression, and to suggest improvements in gender sensitivity and worker’s perception on the gender micro-aggression through in-depth interview, one of qualitative studies. Design, data, and methodology ? To achieve the study’s aim, the current study was to inspect the psychological circumstances and perceptions towards gender sensitivity and the gender micro-aggression. Result ? Based on interviews with 20 female workers in the service industries, the present study found out that there were four categories: ‘experience on the gender micro-aggression’; ‘response to the gender micro-aggression’; ‘change through experience of on the gender micro-aggression’; and ‘awareness of gender sensitivity and improvement plan’. Conclusions ? The results of this current study provides the theoretical and practical implications were discussed, and the limitations and comments for future research were suggested.

This study investigated pre-service elementary school teachers' perceptions of the micro-teaching of English in an evaluation conducted online using ZOOM during the COVID-19 period. Eleven pre-service teachers enrolled in the third grade of A University of Education participated in this study. They judged their English proficiency as intermediate or upper-intermediate and said that their speaking and writing skills were lower than their reading and listening skills. Research data were obtained from the responses of the participants to the basic questionnaires and written interview questions. According to the results, pre-service teachers responded positively to the process of conducting and evaluating online English micro-teaching using ZOOM. In addition, by participating in this evaluation process, they were able to improve their micro-teaching competence and had a meaningful and growing experience from the online micro-teaching. However, it was also found that there is room for reconsideration in some issues, such as the form of self-reflection tasks, the amount of peer evaluation, and misconduct that may occur during online micro-teaching. Based on the results, several suggestions were made for a more appropriate evaluation of online micro-teaching in preparation for the post-COVID-19 era.

본 연구에서는 예비유아교사들이 마이크로티칭을 활용한 생활지도 방법을 적용하고, 반성적 자기성찰하는 과정을 통해 이들의 생활지도에 대한 인식이 어떻게 변화하였는지 탐색하고자 하였다. 연구대상은 대학에서 유아교육학을 전공하고 있는 예비유아교사 3학년 46명이었다. 이들은 ‘생활지도와 상담’과목을 수강하고 있으며, 5회기에 걸친 이론 강의를 수강하였다. 이후 소집단별로 회에 걸친 모의수업 자기평가, 타인평가에 참여하였고, 마이크로티칭을 통해 자기성찰일지를 작성하였다. 연구자는 수집된 자료를양적분석하고, 비디오 자료, 수업지도안, 발표평가표, 학생들의 자기성찰일지 등을 질적 분석하였다. 연구결과는 다음과 같다. 첫째, 예비유아교사들이 가장 어렵다고 인식하는 생활지도 영역은 부적응 행동(공격성, 욕하기 등)영역이었고, 가장 적절한 지도방법은 언어적 강화 교수-학습방법의 적용이었다. 둘째, 예비유아교사는 마이크로티칭기법을 통해 유아 생활지도 방법에 대한 반성적 성찰을 하면서 ‘생활지도에 확신없는 자기에서 내면의 자기와 직면하기’, ‘이론과 기술의 단편적 활용에서 다양한 생활지도 방법 변형적 적용과 재구성으로’, ‘개인적 생활지도 안목에서 협력적 동반 성장으로’, ‘어려운 문제 인식에서 유연한 문제해결 능력 향상으로’ 인식의 변화를 보였다. 본 연구의 결과는 예비유아교사의 생활지도 교수방법을개선하는데 마이크로티칭 기법을 활용하는 것이 유용한 교수방법이 될 수 있음을 시사한다.

The purpose of this study is to investigate the perception about guidance of pre-service teachers’ teaching behaviors through micro-teaching. The participants are 46 pre-service teachers in early childhood education who are attending the class of guidance and counseling. Pre-service teachers conduct twice micro-teachings, the microteaching recordings and lesson observation reports written by pre-service teachers are analyzed. Through reviewing the first microteaching, pre-service teacher have reviewed and found out improvements of their teaching. The data were VCR recording files of themselves, a teaching plan, self-evaluation, evaluation by others and the dairy of self-reflection. The results are following these, First, they perceived that the most difficult part of guidance was dealing with maladjusted students, and the most important teaching skill was giving verbal reinforcement. Second, pre-service teachers’ teaching behaviors have been positively and effectively changed with respect to teaching methods through micro-teaching, "Facing on themselves", "Creating and transforming", "Cooperative mutual growth" and " The scene of the agility". These results can give some implications that providing opportunities involved in well-structured micro-teaching training program of guidance for pre-service teachers, which in turn, help pre-service teachers to have more positive teaching competency.