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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.29 no.5, 2009년, pp.564 - 579
The purpose of this study was to examine the change in the classes of the beginning science teachers through a cooperative mentoring program that induces the practice of reflective thinking. Participants in this study included three mentor-teachers, two teachers in doctorate or masters courses, one ...
핵심어 | 질문 | 논문에서 추출한 답변 |
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멘토링은 교사의 전문성 요구에 어떠한 역할을 한다고 보는가? | 멘토링은 교사의 전문성에 대한 사회의 요구가 심화되는 시점에서 교사교육을 위한 대안으로 제안되고 있으며, 특히 초임교사들의 교수법 개선에 매우 유용한 교육적 방안으로 인식됨과 동시에 중요한 주제로 부각되고 있다(Feiman-Nemser, 1996). | |
교사의 전문성 발달에 멘토링 이외에 어떤 것이 있는가? | 멘토링과 더불어 교사의 전문성 발달을 위한 또 다른 중요한 요소로 들 수 있는 것이 반성적 사고이다. 교사의 전문적 지식은 공식적인 훈련을 통한 이론적이고 기술적인 지식과 현장에서의 경험을 통해 얻어 지는 실천적 지식으로 구분할 수 있다. | |
반성적 실천이 교사의 전문성 발달에 필연적이라 보는 이유는? | 교사의 수업에 대한 반성과 반성적 사고는 전문적 판단을 발달시키고 지속시키는 교사의 실천적 능력과 직접적으로 관련된다(Cruickshank, 1987; Killion & Todnem, 1991: Korthagen, 1997; Pollard & Tann, 1993). 따라서 반성적 사고를 바탕으로 하는 반성적 실천은 교사의 전문성 발달에 필연적인 요소라고 볼 수 있다. |
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