최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.36 no.5, 2016년, pp.739 - 756
The purpose of the study is to reflect on 'myself' as a teacher educator of college of education in depth and to improve my instruction through self-study with three critical collaborators. 17 pre-service science teachers and I have participated in this study of a teacher educator's course since Mar...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
셀프스터디란? | 이러한 문제의식을 공유하면서 우리는 셀프스터디(self-study)에 주목하게 되었다. 셀프스터디란 질적 연구방법의 하나로서 자기 자신, 자신의 실천, 자신의 생각 등을 대상으로 연구를 수행하는 방법이다 (Hamilton & Pinnegar, 1998; Samaras, 2011). 셀프스터디의 가장 큰 특징은 연구가 자기로부터 시작되어 자기 자신에 초점을 맞춰 진행되며, 나아가 수업 개선 등 실행의 개선을 추구한다는 것이다(Loughran, 2007; Lee et al. | |
셀프스터디가 주목받는 이유는? | 이와 같은 셀프스터디는 질적 자료를 활용하여 자기 자신에 대한 심도 있고 비판적인 성찰이 가능할 뿐만 아니라 수업 개선을 위한 실행을 지향한다는 특징(Loughran, 2007)으로 인해 교사교육자 자신의 신념과 실행을 탐구하고 교사교육 분야의 지식에 공헌하는 수단을 탐구하는 데에 적절한 방법으로 여겨져 왔다(Dinkelman, 2003). 또, 다양한 차원의 교수 실행을 지원하고 성과물을 개발하는데 유용한 방법으로 주목받고 있다(Pinnegar & Hamilton, 2009). 이러한 장점으로 인해 국내 교육학계에서도 셀프스터디로 수행한 연구들이 2000년대 중반 이후 발표되고 있다(e. | |
셀프스터디의 가장 큰 특징은? | 셀프스터디란 질적 연구방법의 하나로서 자기 자신, 자신의 실천, 자신의 생각 등을 대상으로 연구를 수행하는 방법이다 (Hamilton & Pinnegar, 1998; Samaras, 2011). 셀프스터디의 가장 큰 특징은 연구가 자기로부터 시작되어 자기 자신에 초점을 맞춰 진행되며, 나아가 수업 개선 등 실행의 개선을 추구한다는 것이다(Loughran, 2007; Lee et al., 2012). |
Aubusson, P., Griffin, J., & Steele, F. (2010). A design-based self-study of the development of student reflection in teacher education. Studying Teacher Education, 6(2), 201-216.
Baird, J. (2007). Interpreting the what, why and how of self-study in teaching and teacher education. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1443-1481). Dordrecht: Springer.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and teacher education, 20(2), 107-128.
Berry, A. (2007). Tensions in teaching about teaching: A self-study of the development of myself as a teacher educator. Dordrecht: Springer.
Bullough, R. V., & Pinnegar, S. E. (2004). Thinking about the thinking about self-study: An analysis of eight chapters. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 313-342). Springer Netherlands.
Clarke, A., & Erickson, G. (2007). The Nature of Teaching and Learning in Self-Study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 41-67). Springer Netherlands.
Cochran-Smith, M. (2005). Teacher educators as researchers: multiple perspectives. Teaching and Teacher Education, 21(2), 219-225.
Cochran-Smith, M., & Lytle, S. L (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249-305.
Dalmau, M. C., & Gudjosdotir, H. (2002). Framing professional discourse with teachers: Professional working theory. In J. Loughran and T. Russell (Eds.), Improving teacher education practices through self-study (pp. 102-129). London: Routledge Falmer.
Day, C., Kington, A., Gu, Q., & Sammons, P. (2005). The role of identity in variations in teachers' work, lives and effectiveness. In Paper presented as part of a TLRP Seminar Series.
Dias, M., Eick, C. J., & Brantley-Dias, L. (2011). Practicing what we teach: A self-study in implementing an inquiry-based curriculum in a middle grades classroom. Journal of Science Teacher Education, 22(1), 53-78.
Dinkelman, T. (2003). Self-study in teacher education a means and ends tool for promoting reflective teaching. Journal of teacher education, 54(1), 6-18.
Faikhamta, C., & Clarke, A. (2013). A self-study of a Thai teacher educator developing a better understanding of PCK for teaching about teaching science. Research in Science Education, 43(3), 955-979.
Hamilton, M. L., & Pinnegar, S. (1998). Conclusion: The value and the promise of self-study. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-Study in teacher education (pp. 235-246). London: Falmer Press.
Kim, Y. & Lee, D. (2011). An Inquiry on the theoretical perspectives and methodological characteristics of autoethnography. The Journal of Yeolin Education, 19(4), 1-27.
Korthagen, FAJ, Willems, GM, Stakenborg, JHJ, & Veugelers, W. (2000). Teacher educators: From neglected group to spearhead in the development of education. Trends in Dutch teacher education, 35-48.
Koster, B., & Dengerink, J. (2001). Towards a professional standard for Dutch teacher educators. European Journal of Teacher Education, 24(3), 343-354.
Koster, Bob, Brekelmans, Mieke, Korthagen, Fred, & Wubbels, Theo. (2005). Quality requirements for teacher educators. Teaching and Teacher Education, 21(2), 157-176.
LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817-869). Springer Netherlands.
Lee, H., Shim, Y., Kim, N., & Lee, H. -M. (2012). An inquiry into the rationale for self-study of teachers. Journal of Education & Culture, 18(2), 5-43.
Loughran, J. J. (2007). A history and context of self-study of teaching and teacher education practices. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 7-39). Dordrecht: Springer.
Luft, J. A., & Roehrig, G. H. (2007). Capturing science teachers' epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2).
Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice (Vol. 8). Springer Science & Business Media.
Samaras, A. P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry. LA: Sage Publications.
Sung, Y. (2005). Autobiography: Guilt, self-censorship, and commitment to being a curriculum professor in Korea. Anthropology of Education, 8(2), 181-209.
Swennen, A., Jones, K. & Volman, M. (2010). Teacher educators: Their identities, sub-identities and implications for professional development. Professional Development in Education, 36(1-2), 131-148.
Trent, J. (2013). Becoming a teacher educator: The multiple boundary-crossing experiences of beginning teacher educators. Journal of Teacher Education. 64(3), 262-275.
Wood D., & Borg T. (2010). The rocky road: The journey from classroom teacher to teacher educator. Studying Teacher Education, 6(1), 17-28.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
Free Access. 출판사/학술단체 등이 허락한 무료 공개 사이트를 통해 자유로운 이용이 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.