교사 전문성의 수준은 곧 교육의 질을 좌우하며, 영재교육에서도 동일하게 적용된다. 따라서 영재교육 교사 전문성에 대한 논의는 곧 영재교육의 질을 제고하는 방향 모색의 기반을 이룬다. 본 연구에서는 먼저 국내외 교사 전문성 관련 국내외 문헌을 고찰하여 영재교육 교사 전문성의 구성요소를 추출하였으며, 다음으로 요인분석을 통하여 교사 전문성의 구성요소를 지식기반, 능력기반, 상황기반 전문성으로 구분하였다. 마지막으로 2005년 한국교육개발원 영재교육 교사연수에 참여한 교사들을 대상으로 영재교육 교사의 전문성에 대한 학교급별 및 교과별 교사 인식의 차이를 다변량 분석방법으로 분석하였다. 분석 결과, 중등 교사들이 초등 교사에 비해 전공 교과 전문지식 획득과 첨단지식 및 정보 습득 측면에서 또한, 과학 교사들이 수학 교사에 비해 영재교육 프로그램 개발 능력과 영재교육 평가방법의 전문성에 대한 중요성을 높게 인식하고 있는 것으로 나타났다.
교사 전문성의 수준은 곧 교육의 질을 좌우하며, 영재교육에서도 동일하게 적용된다. 따라서 영재교육 교사 전문성에 대한 논의는 곧 영재교육의 질을 제고하는 방향 모색의 기반을 이룬다. 본 연구에서는 먼저 국내외 교사 전문성 관련 국내외 문헌을 고찰하여 영재교육 교사 전문성의 구성요소를 추출하였으며, 다음으로 요인분석을 통하여 교사 전문성의 구성요소를 지식기반, 능력기반, 상황기반 전문성으로 구분하였다. 마지막으로 2005년 한국교육개발원 영재교육 교사연수에 참여한 교사들을 대상으로 영재교육 교사의 전문성에 대한 학교급별 및 교과별 교사 인식의 차이를 다변량 분석방법으로 분석하였다. 분석 결과, 중등 교사들이 초등 교사에 비해 전공 교과 전문지식 획득과 첨단지식 및 정보 습득 측면에서 또한, 과학 교사들이 수학 교사에 비해 영재교육 프로그램 개발 능력과 영재교육 평가방법의 전문성에 대한 중요성을 높게 인식하고 있는 것으로 나타났다.
It has been said that the level of teacher professionalism determines the quality of education. The same notion allies for gifted education. Therefore, exploration of teacher professionalism in gifted education may provide fundamental bases for raising the quality of gifted education. In this study,...
It has been said that the level of teacher professionalism determines the quality of education. The same notion allies for gifted education. Therefore, exploration of teacher professionalism in gifted education may provide fundamental bases for raising the quality of gifted education. In this study, first, literature review was conducted to extract elements of teacher professionalism in gifted education and a survey instrument was developed to find out categories of those elements and differences of teacher perception to professionalism at school levels and subject areas of gifted education. Research subjects included 212 teachers who participated in 2005 KEDI teacher training program of gifted education, 60 hour-clock introductory program and 232 teachers who participated in 2005 KEDI teacher training program of gifted education, 120 hour-clock enrichment program. It was found that elements of teacher professionalism in gifted education were categorized into knowledge-based, abilitybased and context-based. It was also found that secondary school teachers' perception to knowledge-based professionalism was significantly higher than those at elementary and science teachers' perception to ability-based and context-based professionalism was significantly higher than mathematics teachers. The research findings may provide insights for better teacher training program in gifted education as well as gifted education policies.
It has been said that the level of teacher professionalism determines the quality of education. The same notion allies for gifted education. Therefore, exploration of teacher professionalism in gifted education may provide fundamental bases for raising the quality of gifted education. In this study, first, literature review was conducted to extract elements of teacher professionalism in gifted education and a survey instrument was developed to find out categories of those elements and differences of teacher perception to professionalism at school levels and subject areas of gifted education. Research subjects included 212 teachers who participated in 2005 KEDI teacher training program of gifted education, 60 hour-clock introductory program and 232 teachers who participated in 2005 KEDI teacher training program of gifted education, 120 hour-clock enrichment program. It was found that elements of teacher professionalism in gifted education were categorized into knowledge-based, abilitybased and context-based. It was also found that secondary school teachers' perception to knowledge-based professionalism was significantly higher than those at elementary and science teachers' perception to ability-based and context-based professionalism was significantly higher than mathematics teachers. The research findings may provide insights for better teacher training program in gifted education as well as gifted education policies.
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