예비중등교사의 교육봉사활동 경험에 따른 실습불안 형성과 변화과정 내러티브 탐색

초록

This study aims to deeply explore the formation and change process of practicum anxiety experienced by secondary pre-service teachers during a 12-week long-term educational volunteer service program. To this end, it critically reviews Hart's Student Teacher Anxiety Scale(STAS), which formed the theoretical foundation of existing anxiety research. Reflecting the contextual specificity of educational volunteer activities—where formal evaluation and tasks are absent—it proposes a new four-part anxiety analytical framework: ‘Anxiety about the Absence of Evaluation’, ‘Anxiety about Relationship Formation and Activity Management’, ‘Anxiety about Performing Learning Support’, ‘Anxiety about Ambiguous Roles’. Qualitative data was collected from 31 pre-service teachers participating in the ‘Intern Teacher Program’at D University in the metropolitan area. This program was conducted from April to June 2025 as part of the Teacher Training Program Improvement University Support Project. Data collection methods included 12 weeks of reflective journals, three surveys, and in-depth interviews. The collected data were analyzed using the narrative inquiry method, applying the four analytical frameworks proposed by the researcher. This analysis yielded three representative narrative types based on the trajectory of anxiety change: ‘Anxiety Resolution Narratives’, ‘Anxiety Maintenance Narratives’, ‘Anxiety Intensification Narratives’. The findings of this study hold theoretical significance by expanding beyond existing quantitative research and discussions focused on early childhood education, providing an in-depth examination of the qualitative differences in anxiety experienced by secondary pre-service teachers during educational volunteer activities. Furthermore, it offers practical implications for improving teacher education programs by understanding pre-service teachers' anxiety not as a problem but as a process of growth, thereby enabling substantive support for their experiences.

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