문제기반학습 활용 수업이 예비영어교사의 학업적 자기효능감, 셀프리더십, 공감능력에 미치는 영향

초록

This study explored the effects of a university class utilizing problem-based learning (PBL) on academic self-efficacy, self-leadership, and dispositional empathy of pre-service English teachers. The students participated in the PBL class for 15 weeks. Pre- and post-tests were conducted at the beginning and end of a semester-long PBL class to measure the students’ levels in these three areas. Paired-samples t-tests were employed to examine the significance of the mean differences between the pre- and post-test scores in each area. The analysis revealed that the overall academic self-efficacy of the participating students significantly increased. Significant increases were also observed in all three sub-components of academic self-efficacy. The students’ self-leadership showed a statistically significant overall increase. Among the three sub-components of self-leadership, significant increases were identified in behavior-focused strategies and natural reward strategies. No notable mean difference was found in the overall level of dispositional empathy of the pre-service English teachers, but a significant increase was observed in the perspective-taking sub-component of empathy. The findings of this study provide some important academic and pedagogical implications.

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