이 연구의 목적은 중등교사들의 환경 관련 수업 전문성을 심층적으로 분석하는데 있다. 연구를 진행하기 위해 먼저, 서울과 경기도의 중등교사 431명을 대상으로 환경수업 전문성에 대한 자기평가를 실시하였다. 자기평가도구로는 Hungerford 등(1994)이 개발한 '환경교육자가 갖추어야할 능력 범주 기준'를 활용하였다. 그리고 자기평가를 실시한 중등교사들 중에서 2명의 교사가 진행하는 환경 관련 수업을 실제 참관하여 비디오녹화 분석하였고, 수업교사들과의 면담도 실시하였다. 환경 관련 수업 전문성에 대한 자기평가 결과, '생태학적 기초' 영역이 평균 2.80, 개념적 인식 영역이 평균 2.86, 조사와 평가 영역이 평균 2.83, 환경적 행위기능 영역이 평균 2.94, 교육적 적용 영역이 평균 2.84로 나타났다. 또한, 실제 수업을 분석한 결과, 환경관련 수업을 진행한 교사들은 현대 환경교육에서 강조되고 있는, '생태학적 지식을 교수학습에 효과적으로 적용하는 측면', '환경적 의사결정을 위해 개인적 가치를 명료화하는 측면', '환경쟁점과 해결책에 대한 자신의 가치관을 평가하는 측면', '환경적으로 지속가능발전을 위해 시민적 행위기능을 개발하는 측면'에서 다소 미흡한 것으로 나타났다. 이 연구는 중등학교에서 환경관련 수업을 담당하고 있는 교사들을 위한 환경교육 연수프로그램을 개발하고 운영하는데 의미 있는 시사점을 제공해 줄 수 있을 것이다.
이 연구의 목적은 중등교사들의 환경 관련 수업 전문성을 심층적으로 분석하는데 있다. 연구를 진행하기 위해 먼저, 서울과 경기도의 중등교사 431명을 대상으로 환경수업 전문성에 대한 자기평가를 실시하였다. 자기평가도구로는 Hungerford 등(1994)이 개발한 '환경교육자가 갖추어야할 능력 범주 기준'를 활용하였다. 그리고 자기평가를 실시한 중등교사들 중에서 2명의 교사가 진행하는 환경 관련 수업을 실제 참관하여 비디오녹화 분석하였고, 수업교사들과의 면담도 실시하였다. 환경 관련 수업 전문성에 대한 자기평가 결과, '생태학적 기초' 영역이 평균 2.80, 개념적 인식 영역이 평균 2.86, 조사와 평가 영역이 평균 2.83, 환경적 행위기능 영역이 평균 2.94, 교육적 적용 영역이 평균 2.84로 나타났다. 또한, 실제 수업을 분석한 결과, 환경관련 수업을 진행한 교사들은 현대 환경교육에서 강조되고 있는, '생태학적 지식을 교수학습에 효과적으로 적용하는 측면', '환경적 의사결정을 위해 개인적 가치를 명료화하는 측면', '환경쟁점과 해결책에 대한 자신의 가치관을 평가하는 측면', '환경적으로 지속가능발전을 위해 시민적 행위기능을 개발하는 측면'에서 다소 미흡한 것으로 나타났다. 이 연구는 중등학교에서 환경관련 수업을 담당하고 있는 교사들을 위한 환경교육 연수프로그램을 개발하고 운영하는데 의미 있는 시사점을 제공해 줄 수 있을 것이다.
The objective of this study is to find out the professionalism of secondary school teachers in teaching environmental subjects. This research was conducted using a questionnaire survey of 431 secondary school teachers from 34 schools in Seoul and Gyeonggi Province, Korea. A 5-point Likert scale self...
The objective of this study is to find out the professionalism of secondary school teachers in teaching environmental subjects. This research was conducted using a questionnaire survey of 431 secondary school teachers from 34 schools in Seoul and Gyeonggi Province, Korea. A 5-point Likert scale self-evaluation questionnaire on their professionalism in environmental education was developed based on Hungerford et al.'s (1994) evaluation criteria. Two middle school teachers' classes were observed, and video taping and interviewing were also conducted. The survey analysis revealed that teachers evaluated their professionalism on environmental subjects to be a little above the middle of the scale. The mean values were 2.80 for the foundation level; 2.86 for the conceptual awareness level; 2.84 for the investigation level; 2.94 for the environmental action skills level; and 2.84 for the educational application level. However, class observations revealed that there was some gap between their self-evaluation of professionalism and their actual classroom application. Both classes were not that satisfactory with regard to 'the abilities to communicate and apply ecological concepts', 'the ability to clarify the roles of different value systems for environmental issues and personal values in decision making', 'the ability to clarify their own value system regarding solutions to environmental issues', and 'the ability to apply citizen action skills for solving environmental issues and for sustainable development'. The results provide a basic reference for the improvement of environmental-related education.
The objective of this study is to find out the professionalism of secondary school teachers in teaching environmental subjects. This research was conducted using a questionnaire survey of 431 secondary school teachers from 34 schools in Seoul and Gyeonggi Province, Korea. A 5-point Likert scale self-evaluation questionnaire on their professionalism in environmental education was developed based on Hungerford et al.'s (1994) evaluation criteria. Two middle school teachers' classes were observed, and video taping and interviewing were also conducted. The survey analysis revealed that teachers evaluated their professionalism on environmental subjects to be a little above the middle of the scale. The mean values were 2.80 for the foundation level; 2.86 for the conceptual awareness level; 2.84 for the investigation level; 2.94 for the environmental action skills level; and 2.84 for the educational application level. However, class observations revealed that there was some gap between their self-evaluation of professionalism and their actual classroom application. Both classes were not that satisfactory with regard to 'the abilities to communicate and apply ecological concepts', 'the ability to clarify the roles of different value systems for environmental issues and personal values in decision making', 'the ability to clarify their own value system regarding solutions to environmental issues', and 'the ability to apply citizen action skills for solving environmental issues and for sustainable development'. The results provide a basic reference for the improvement of environmental-related education.
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문제 정의
The present study examined environment teachers' professionalism in teaching environmental subjects in order to improve in-service training programs for teachers. This study involved 249 middle school teachers and 182 high school teachers, and investigated their professionalism in relation to environmental education through a questionnaire survey. Two middle school teachers' classrooms were analyzed to see how their professionalism was manifested.
제안 방법
In the classroom, she introduced the Mad Hatter's Disease that broke out on the island of Minamata, Japan, as an example of the humans suffering from the environmental problems, in order to help students see the seriousness of environmental problems.
To examine the educational status of environment classes, two middle school teachers from Gyeonggi Province and Chungcheong North Province were chosen for this analysis. Their classroom teaching was analyzed in order to investigate their strengths and weaknesses, using the techniques of classroom observation, video taping, and interviewing. Their self-reported professionalism was compared with the professionalism revealed in their classroom teaching.
The two participating teachers and their classes are described in Table 2. This study evaluated the professionalism of the two teachers separately based on the collected observation data, such as the observation notes, transcripts of the videotapes, and interview notes. Differences among the researcher ratings were corrected through discussions.
대상 데이터
To examine the educational status of environment classes, two middle school teachers from Gyeonggi Province and Chungcheong North Province were chosen for this analysis. Their classroom teaching was analyzed in order to investigate their strengths and weaknesses, using the techniques of classroom observation, video taping, and interviewing.
이론/모형
The analysis is based on Cho's (2001) model of five stages of classroom instruction.
(1994) scale matches the most with the items of environmental education in Korea and also includes systematic and specific evaluation items for measuring the professionalism of teachers. Therefore, the instrument of classroom evaluation was adapted from Hungerford et al. (1994) evaluation criteria for teachers of environmental subject matter (See Table 1). The Cronbach alpha's of the instrument were as follows: α=0.
성능/효과
First, teacher retraining programs that enhance the teachers' professionalism in environmental education should be developed and provided.
These teachers were chosen based on their willingness to have their classes video taped. Third, the degree of the self-reported professionalism of the two teachers were compared with their observed professionalism. Finally, points for improving the environmental education program were suggested in order to improve the professionalism of the secondary school teachers.
후속연구
In this light, more time and educational resources should be provided for the environmental subjects at the secondary school level. Further research should be conducted to provide more data in improving environmental education programs.
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