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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.35 no.4, 2015년, pp.557 - 564
The purpose of this study is to examine the problems in the teaching practice of beginning science teachers who participated in the collaborative mentoring program to improve their teaching expertise. The participants were six beginning science teachers and six mentors at middle and high school leve...
핵심어 | 질문 | 논문에서 추출한 답변 |
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초임교사가 수행하는 업무는 무엇인가? | 초임교사는 교직에 입문하는 첫날부터 자신이 담당하는 학생과 교과목에 대해 전적으로 책임을 지며 경력이 많은 노련한 교사와 동등한 업무를 수행한다. 이는 초임교사가 실무적인 지식과 기술을 점진적으로 습득할 수 있도록 업무가 주어지는 것이 아니라, 가르치는 의무의 모든 것을 수행하면서 동시에 배운 다는 것을 의미한다(Dan, 1993). | |
초임교사가 겪는 어려움은 어떻게 구분할 수 있는가? | 초임교사가 겪는 어려움은 크게 교과지도, 학급경영, 교무분장, 인간관계 등으로 구분할 수 있다(Park, Ahn, & Nam, 2005). 그 중 교과지도인 교수실행은 학교에서 이루어지는 교육활동에서 가장 중요한 부분을 차지하는 교육활동의 핵심이다(Kang & Kim, 2003). | |
멘토교사와 멘티교사가 상호협력적인 관계 속에서 이루어지는 협력적 멘토링에 대한 연구에서는 무엇을 보고하였는가? | 이에 따라 국내에서도 멘토링에 대한 연구가 활발히 진행되고 있으며, 멘토교사와 멘티교사가 상호협력적인 관계 속에서 이루어지는 협력적 멘토링에 대한 연구결과들이 보고되었다. 이 연구에서는 멘토교사가 멘티교사의 수업을 분석한 뒤 실제 지식이 부족한 초임교사에게 전문성을 개발할 수 있도록 실질적 지원과 반성의 기회를 제공하는 전략이 멘티교사의 수업전문성 신장에 효과적이라고 보고하였다(Go et al.,2009; Nam et al. |
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