예비가정과교사는 학교현장실습을 어떻게 경험하는가?: Q 방법론을 활용한 주관성 구조 분석

초록

The teaching practicum is a core component of teacher education that allows pre-service teachers to engage directly in school settings and develop their professional identity. In home economics education, which addresses topics closely tied to everyday life, practicum experiences play a particularly critical role in identity formation and the development of practical teaching competence. This study used Q methodology to explore the subjective structures of experiences among pre-service Home Economics teachers during their teaching practicum and to identify distinct perception types. A total of 40 Q-statements were developed, and 25 pre-service teachers completed the Q-sorting process. Following standard procedures in Q methodology, three perception types were identified: (1) Self-Understanding-Oriented, emphasizing career exploration and self-reflection; (2) Growth-Oriented, focusing on strengthening practical teaching competence; and (3) Practice-Responsibility-Oriented, prioritizing the fulfillment of teachers’ roles and responsibilities. Each type differed clearly in practicum purpose, expectations, perceived difficulties, and how meaning was constructed. These findings indicate that perceptions of school-based practicum diverge along a continuum of self-reflection, competence development, and responsible performance. All types perceived the practicum as an educational process with meaning beyond simply obtaining teaching qualifications. The results highlight the need for more individualized support and policy arrangements tailored to the diverse needs of pre-service teachers. This study provides practical implications for improving Home Economics teacher education programs and enhancing practicum systems.

키워드