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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.33 no.1, 2013년, pp.94 - 113
The purpose of this study was to examine the change in the classes of beginning science teachers through the collaborative mentoring program that induce reflective thinking practice. Participants in this study were three mentor-teachers, two teachers in doctor's or master's course, one university pr...
핵심어 | 질문 | 논문에서 추출한 답변 |
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멘토링이란 무엇인가? | 교사 전문성 발달을 위한 새로운 교사교육 방법의 하나로 1980년대 이후 광범위하게 논의되고 있는 멘토링(mentoring)은 교사교육의 실제와 연구에서 여러 교육학자와 교육정책 결정자들의 주목을 받아 왔으며(Zanting et al., 1998), 교수를 개선하기 위한 도구로서 인식됨에 따라 교사의 전문성 신장에 효과적이라는 견해에 상당한 합의가 이루어져 있다 (Guskey, 1995; O'Conner & Ertmer, 2003; U. S. | |
초임 중등과학교사를 대상으로 교수에 대한 반성적 사고와 반성적 실천을 유도하는 협력적 멘토링 과정에서 멘토링 전후의 교수행위의 특징과 실제수업에서의 변화를 통해 교수실행의 반성적 실천이 어떻게 발전하는지 알아보기 위하여 조사 분석 한 결과는? | 초임 과학교사 3명의 멘토링 이전 수업의 특징은 교과내용지식과 관련된 측면은 어느 정도 구성되어 있으나, 학생들에게 다양한 탐구활동의 기회를 제공해주는 탐구적 교수법과 학생들의 능동적 지식 구성을 강화하는 수업방법에 있어서는 매우 취약함을 보여주었다. 멘토링이 진행됨에 따라 3명의 멘티교사의 차시별 수업을 분석한 결과, 멘티교사별로 상승곡선의 경향이 다소 다르게 나타나기는 하나, RTOP의 평균 점수는 점진적으로 높아진 것으로 나타났다. 협력적 멘토링이 진행되는 과정에서 멘티교사의 교수실행의 변화로 나타난 반성적 실천에서는, 멘토링 과정에서 3명의 멘티교사 모두 수업에 대한 반성이 일어나며 점진적으로 반성 수준이 높아지는 것으로 나타났다. 협력적 멘토링을 통해 멘티교사에게 수업반성의 기회를 제공하고 피드백하는 과정에서 멘티교사의 반성적 성향이 강하게 나타났으며, 이와 함께 반성적 실천에 의한 실제수업에서의 변화로 이어졌다. 이는 수업반성을 통해 교수기술의 향상을 가져옴을 알 수 있다. | |
초임교사 기간은 어떤 시기인가? | 초임교사 기간은 남은 교육활동 전반에 결정적인 영향을 주는 매우 중요한 시기로 이때 형성된 교사의 전문성은 학교 과학교육의 미래를 위해 특히 중요하며, 교사로 재직하는 동안의 학습지도 및 교수의 교육 활동 전반에 결정적인 영향을 주는 것으로 알려져 있다(김찬종 외, 2006; 박윤배, 1992; 박승재 외, 1993; Gess-Newsome, 1999; Stransbury & Zimmerman, 2000; Feiman-Nemser, 2001). 따라서 이 시기의 초임교사에게 만약 적절한 지원 프로그램을 제공한다면 미래의 교육활동을 결정짓고 강화하는 영구적인 변화가 일어나게 할 수 있다. |
김찬종, 맹승호, 차현정, 박영신, 오필석 (2006). 과학 교수활동에 대한 우선순위와 동기적 근접발달영역에 비추어 본 초임 과학 교사와 경력 교사와의 상호작용에 대한 사례 연구. 한국과학교육학회지, 26(3), 425-439.
박승재, 강순희, 김영수, 김익균, 김찬종, 김희백, 박종윤, 송진웅, 이원식, 정병훈, 허명 (1993). 중등 과학교사 관계 사항에 대한 실태 분석과 질적향상을 위한 정책 방안 연구. 교육부 연구보고서.
이진향 (2002). 수업반성이 유치원 교사의 교수행동과 반성수준에 미치는 영향. 한국교원대학교 대학원 박사학위 논문.
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