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A Study of Whole-work Reading Class - Focusing on the Type of Feedback from Teachers -

  • Journal of Studies on Schools and Teaching
  • Abbr : JSST
  • 2022, 7(1), pp.97-140
  • DOI : 10.23041/jsst.2022.7.1.005
  • Publisher : Education Research Institute at CNUE
  • Research Area : Social Science > Education
  • Received : January 3, 2022
  • Accepted : February 21, 2022
  • Published : February 28, 2022

Shim, YoungTaek 1 Ko, MiRyeung 2 Yun, Eojin 3 Park, Hyojin 4 Cho, Yun-yeong 5

1청주교육대학교
2청주 성화초등학교
3진천상신초등학교
4옥동초등학교
5죽림초등학교

Accredited

ABSTRACT

This study is an analysis based on the nature of the Whole-work reading class (class factor), the teacher's class purpose and educational philosophy (teacher factor), and the viewpoint and focus on feedback (feedback factor). In this study, three types of feedback appearing in the Whole-work reading class, namely, the free-grazing feedback type, the problem-solving feedback type, and the trans-active feedback type, were derived. The free-grazing feedback type was characterized by allowing the students to take theinitiative in learning and grow themselves within the teacher's educational and psychological barriers. It was found that this type of teacher continued to show respect and trust to students' opinions, and acted as a facilitator for students to pursue literary inspiration and meaning in life through reading the whole-work. The problem-solving feedback type had the characteristics of allowing students to successfully achieve their academic achievement goals by learning problem-solving strategies through the teacher's active intervention and feedback. Teachers of this type recognized that it was the core role of teachers to deliver their problem-solving skills and methods to students through concrete demonstrations and meticulous feedback. The trans-active feedback type had the characteristics of allowing the teacher and students to share the leadership of the class in a horizontal relationship, and to allow the students to embody practical knowledge on their own. Teachers of this type recognized their role as providing instruction and feedback to enable teaching and learning to occur among students, and to align what students have learned with their lives.

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