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중학교 교사의 동료장학 참여가 수업과정행동 향상에 미치는 영향

Relationship between Middle School Teachers' Experience of Peer-Supervision and Instructional Procedure Behaviors

한국교원교육연구 v.22 no.2 , 2005년, pp.87 - 108  
이윤식, 이윤식
초록

The purpose of this study is to answer two research questions: (1) To what degree, do middle school teachers participate in peer-supervision? (2) What effects does teachers' participation in peer-supervision have on the improvement of teachers' instructional procedure behaviors? Questionnaire-survey method was used for gathering data from middle school teachers in October, 2004.. The sampling size was 400 middle school teachers in Incheon Metropolitan City Area(response rate: 92.5%). The questionnaire contained 32 items which were classified into 2 parts: (1) teachers' participation in peer-supervision, and (2) the effects of teachers' participation in peer-supervision on the improvement of teachers' instructional procedure behaviors(32 question item on 5-Likert scale with Cronbach α reliability coefficients .83, and .94 respectively)Major findings of this research are as follows; (1) The degree of teachers' participation in peer-supervision were on average of 3.16 out of 5.00. (2) Department/grade head teachers and longer-experienced teachers were more frequently participate in peer-supervision than general teachers and less-experienced teachers. (3) Conference-focused peer-supervision was preferred to other types of peer-supervision. (4) There was positive relationship(r=.541, p<.01) between the level of teachers' participation in peer-supervision and the level of improvement of teachers' instructional procedure behaviors. It was strongly recommended that proper working conditions and in-service education for teachers' active participation in peer-supervision should be provided.

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