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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.34 no.7, 2014년, pp.625 - 634
This study has investigated the factors that make a science teacher effective by analyzing students' perception of teacher knowledge required in enhancing their science learning. The basic components of teacher knowledge identified by previous researchers have been confirmed through Exploratory Fact...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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교사 효과성이란 | , 2010). 교사 효과성이란, 훌륭한 교사의 특성이 무엇인가를 나타내는 개념으로(Ko, 2008), 교사가 자신의 일에서 지식과 능력을 발휘하는 정도를 의미한다. 다시 말해, 교사가 어떤 수업 방법과 자료를 선택하여 학생들의 성취를 어느 정도로 이루는지를 판단할 수 있는 척도에 해당된다. 하지만 이러한 교사 효과성을 측정하는 것은 매우 어려운 작업이다. | |
교사 지식의 요소로는 무엇을 들 수 있는가? | 교사 지식의 요소로는 교과내용학지식(Subject Matter Knowledge, SMK), 교과교육학지식(Pedagogical Content Knowledge, PCK), 일반 교육학지식(General Pedagogical Knowledge, GPK), 교육상황 지식(Knowledge of Educational Contexts, CK)을 들 수 있다(Carlsen, 1999; Grossman, 1990; Magnusson, Krajcik, & Borko, 1999). | |
교사 효과성을 측정하는 것이 어려운 작업인 이유는 무엇인가? | 하지만 이러한 교사 효과성을 측정하는 것은 매우 어려운 작업이다. 왜냐하면 교사의 지식과 능력은 암묵적(tacit)인 것이기 때문에 직접적인 측정이 어렵고, 학생들의 성취 또한 매우 상황 의존적이어서 다양한 변수들이 복합적으로 작용하기 때문이다. 그러므로 교사 교육 연구에서는 교사 효과성을 측정하기 위해 간접적인 방법을 사용하는데, 그 중의 하나가 교사에 대한 학생의 인식을 조사하는 것이다. |
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