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초등과학교육 = Journal of Korean elementary science education, v.33 no.4, 2014년, pp.683 - 699
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The purpose of this study was to explore the characteristics of teacher learning and changes in teachers' epistemic beliefs within a learning community of elementary science teachers. Three in-service elementary teachers who majored in elementary science education in a doctoral course of a graduate ...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 반성적 사고의 제한점은? | 그런데 반성적 사고를 통한 교사 학습은 전문가의 학습에 관한 개인주의적 입장이라는 문제가 있다. 즉, 이러한 종류의 교사 학습에서는 반성과 실천의 책임이 개인에게 있기 때문에 한 사람의 교사가 갖는 한계를 넘어서기 어렵다는 제한점이 있다(Seo, 2013). 이와 더불어 실천을 동반하지 않는 반성적 사고는 교사가 가지고 있는 편견이나 고정 관념을 정당화하는 수단이 되거나, 교사라면 누구나 습득해야 하는 방법적 기술로만 남아 있을 위험이 있다(Seo, 2005a, b). | |
| 교사 학습 공동체의 유형은 무엇을 강조하는가? | 이 점에서 최근에는 교사 공동체를 통한 학습이 관심의 대상이 되고 있다. 교사 학습 공동체의 유형은 여러 가지로 분류할 수 있지만, 공통적으로 실천(practice), 실천에 대한 이야기(narrative), 탐구적 접근(inquiry approach) 등을 강조한다(Seo, 2013; So, 2009). 즉, 공동체 내에서 교사들은 자신의 실제 수업에 관해 이야기하고, 수업을 탐구하여 새로운 실천을 위한 지식을 창출하며, 그것을 다시 수업을 통해 구현해 봄으로써 학습한다. | |
| 교사 지식은 무엇으로 말할 수 있나? | , 2008). 이러한 연구에서 중심 주제가 되는 교사 지식은 내용교수지식(pedagogical content knowledge)이나 실천적 지식(practical knowledge), 개인적-실천적 지식(personal practical knowledge)이라는 개념으로 집약하여 말할 수 있다. 용어는 서로 다르지만, 이들은 모두 교사들이 학교 생활과 교실 수업이라는 삶의 장면을 살아오면서 생산하고 발전시킨 것이며, 여전히 교사들의 삶을 이끌어가는 지식이라는 점에서 공통된 속성을 지니고 있다. |
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