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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.35 no.3, 2015년, pp.523 - 536
In this study, we analyzed the co-reflection of pre-service teacher community in three years of post-class discussions (PCD) on the basis of cultural historical activity theory in the case of an biological laboratory class program. We figured out the sociocultural elements of co-reflection of commun...
핵심어 | 질문 | 논문에서 추출한 답변 |
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경험을 통한 학습의 과정에서 무엇이 중요한 주제로 인식되는가? | 경험을 통한 학습의 과정에서 반성의 역할이 핵심적이라는 반성적 실천 이론에 따라 반성적 사고능력 신장은 예비교사 전문성 향상의 중요한 주제로 인식된다(Loughran, 2002). 이에 따라 반성적 사고의 개념과 유형을 정의하고, 교사교육 프로그램을 개발하며, 이를 적용하여 반성적 사고 수준의 변화를 관찰하는 연구들이 지속적으로 수행되고 있다(Hatton & Smith, 1995; Lee, 2005; Schӧn, 1987; van Manen,1977; Zeichner & Liston, 1987). | |
예비교사 교육과정은 무엇에 초점을 두어야 하는가? | 교과 내용에 대한 충분한 학습, 수업에 대한 여러 가지 지식의 축적뿐만 아니라 충분한 수업 실행의 경험과 이에 대한 반성의 지속적인 순환을 통하여 차츰 전문성을 갖춘 교사로 성장해나갈 수 있다(Freese, 1999; Jenkins & Veal, 2002; Schӧn, 1987; Shulman, 1986).이러한 관점에서 예비교사 교육과정은 전문성을 갖춘 교사를 완성하는 것이 아닌 전문성을 갖춘 교사가 될 수 있는 방법을 가르치는 데 보다 초점을 두어야 할 것이다. | |
훌륭한 교사로의 성장은 어떻게 해야되는가? | 훌륭한 교사가 무엇인가에 대한 관점은 서로 다를 수 있지만, 어떤 관점에서든 훌륭한 교사로의 성장이 하루아침에 이루어지는 것은 아니다. 교과 내용에 대한 충분한 학습, 수업에 대한 여러 가지 지식의 축적뿐만 아니라 충분한 수업 실행의 경험과 이에 대한 반성의 지속적인 순환을 통하여 차츰 전문성을 갖춘 교사로 성장해나갈 수 있다(Freese, 1999; Jenkins & Veal, 2002; Schӧn, 1987; Shulman, 1986).이러한 관점에서 예비교사 교육과정은 전문성을 갖춘 교사를 완성하는 것이 아닌 전문성을 갖춘 교사가 될 수 있는 방법을 가르치는 데 보다 초점을 두어야 할 것이다. |
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