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.6, 2016년, pp.877 - 893
The purpose of this study was to investigate a mentor-teacher qualification standard to support professional development for beginning secondary science teachers. The participants were four mentee teachers and four mentor-teachers. The relationship between the development of beginning science teache...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
멘토링의 저해 요인은? | 멘토링의 저해 요인으로 멘토의 자질부족(Jeon et al., 2009)과 자격을 갖춘 멘토교사를 확보하는 어려움으로 인해 초임과학교사의 전문성 발달을 유도하기 어렵다. 또한 좋은 교사라고 해서 좋은 멘토교사가 되는 것이 아니다(Orland, 2001; Schmidt, 2008; Yusko & Feiman-Nemser, 2008). | |
우리나라 학교 과학교육개혁을 어떤 방향으로 제안하고 있는가? | 최근 사회 변화가 급속도로 가속화됨에 따라 학교교육과정 또한 미래사회의 삶을 살아갈 학습자에게 필요한 핵심역량을 기반으로 재구조화 하는 세계적인 추세를 보인다. 이에 따라 우리나라에서도 학교 과학교육개혁의 방향을 탐구와 사고력 신장에 중점을 두고 있으며, 구체적인 실행의 방법으로 교수학습방법에서 학생활동 중심으로 구성할 것을 제안하고 있다. 따라서 학교 과학수업은 사고와 탐구가 강화된 학생 중심의 수업실행이 그 어느 때보다 요구되며, 이러한 변화를 이끌어갈 주체는 교사라고 볼 수 있다. | |
경력교사와 초임교사의 상호작용으로 초임교사가 얻는 이득은 무엇인가? | , 2008). 경력교사와의 상호작용으로 초임교사들이 얻을 수 있는 이익에는 초임교사의 유지율 증가, 전문성 발달, 자기반성과 문제해결 능력의 향상, 멘토의 학습전략과 실천의 채택, 높은 수준의 자신감과 자부심, 고립감 감소, 긍정적인 태도의 증가 등 다양하다(Boreen et al., 2000; Bush & Coleman, 1996; Carter & Francis, 2001; Darling-Hammond, 2003; Evertson & Smithey, 2000; Gold, 1996; Go et al. |
Appleton, K., & Kindt, I. (1999). Why teach primary science? Influences on beginning teachers' practices. International Journal of Science Education, 21, 155-168.
Bianchini, A., & Solomon, M. (2003). Constructing views of science tied to issues of equity and diversity: A study of beginning science teacher. Journal of Research in Science Teaching, 40(1), 53-76.
Boreen, J., Johnson, M. K., Niday, D., & Potts, J. (2000). Mentoring beginning teachers: Guiding, coaching, reflecting. York, ME: Stenhouse.
Bullough Jr, R. V. (2005). Being and becoming a mentor: School-based teacher educators and teacher educator identity. Teaching and teacher education, 21(2), 143-155.
Bush, T., & Coleman, M. (1996). Professional development for heads: The role of mentoring. Journal of Educational Administration, 33(5), 60-73.
Carter, M., & Francis, R. (2001). Mentoring and beginning teachers' workplace learning. Asia-Pacific Journal of Teacher Education, 29(3), 249-262.
Choi, K., Park, J., Choi, B., Nam, J., Choi, K., & Lee, K. (2004). Analysis of verbal interaction between teachers and students in middle school science classroom. Journal of the Korean Association for Science Education, 24(6), 1039-1048.
Darling-Hammond, L. (2003). Keeping good teachers: Why it matters what leaders can do. Education Leadership, 60(8), 7-13.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educational process. Lexington, MA: Heath.
Edwards, D., & Mercer, N. (1987). Common Knowledge: The development of understanding in the classroom. London: Routledge.
Evertson, C. M., & Smithey, M. W. (2000). Mentoring effects on proteges' classroom practice: An experimental field study. The Journal of Educational Research, 93(5), 294-304.
Franke, A., & Dahlgren, L. O. (1996). Conceptions of mentoring: an empirical study of conceptions of mentoring during the school-based teacher education. Teaching and Teacher Education, 12(6), 627-641.
Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In Gess-Newsome, J., & Lederman, N.G. (eds.), Examining Pedagogical Content Knowledge (pp. 3-17). Dordrecht: Kluwer Academic Publishers.
Go, M. (2010). The Effect of cooperative mentoring for beginning science teachers' reflective practice in their teaching performance. Ph.D. Dissertation, Pusan National University, Busan, Korea.
Go, M., Lee, S., Choi, J., & Nam, J. (2009). The Effect of cooperative mentoring on beginning science teachers' reflective practice. Journal of the Korean Association for Research in Science Education, 29(5), 564-579.
Gold, Y. (1996). Beginning teacher support: Attrition, mentoring, and induction. In J. Sikula (Ed.), Handbook of research on teacher education, 2nd ed. (pp. 548-594). New York: Macmillan.
Hagger, H., & McIntyre, D. (2013). The Management of student teachers' learning: A guide for professional tutors in secondary schools. Routledge.
Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3-15.
Jeon, H., Yoo, M., Hong, H., & Park, E. (2009). Study on teaching anxiety science teachers. Journal of the Korean Association for Research in Science Education, 29(1), 68-78.
Koballa, T. R., Bradbury, L. U., Glynn, S., & Deaton, C. M. (2008). Conceptions of science teacher mentoring practice in an alternative certification program. Journal of Science Teacher Education, 19(4), 391-411.
Kwak, Y. (2006). Definition of pedagogical content knowledge and ways of raising teaching professionalism as examined by secondary school science teachers. Journal of the Korean Association for Research in Science Education, 26(4), 527-536.
Luft, J. A. (2009). Beginning secondary science teachers in different induction programmes: The first year of teaching. International Journal of Science Education, 31(17), 2355-2384.zza
Marable, M., & Raimondi, S. (2007). Teachers' perceptions of what was most (and least) supportive during their first year of teaching. Mentoring and Tutoring: Partnership in Learning, 15(1), 25-37.
Nam, J., Kim, H., Go, M., & Ko, M. (2010a). The Change in beginning science teachers' inquiry-oriented teaching practice through mentoring program. Journal of the Korean Association for Research in Science Education, 30(5), 544-556.
Nam, J., Ko, M., Lee, S., Ko, M., & Sung, H. (2012). Development of mentoring program model for in-service science teacher education. Journal of the Korean Association for Research in Science Education, 32(10), 1613-1626.
Nam, J., Lee, S., Lim, J., & Moon, S. (2010b). An analysis of change in beginner science teacher's classroom interaction through mentoring program. Journal of the Korean Association for Research in Science Education, 30(8), 953-970.
Orland, L. (2001). Reading a mentoring situation: one aspect of learning to mentor. Teaching and Teacher Education, 17(1), 75-88.
Osborne, H. D. (1998). Teacher as knower and learner, reflections on situated knowledge in science teaching. Journal of Research in Science Teaching, 35(4), 427-439.
Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.
Piburn, M., & Sawada, D. (2001). Reformed teaching observation protocol (RTOP) training guide (ACEPT Technical Report No. IN00-3). Tempe, AZ: Arizona Collaborative for Excellence in the Preparation of Teachers.
Schmidt, M. (2008). Mentoring and being mentored: The story of a novice music teacher's success. Teaching and Teacher Education, 24(3), 635-648.
Schon, D. A. (1983). The reflective practitioner. How professionals think in action. Basic Books.
Scho?n, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professionals. Jossey-bass publishers, San Francisco, CA.
Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.
Su, J. Z. X. (1992). Sources of influence in preservice teacher socialization. Journal of Education for Teaching, 18(3), 239-258.
Yusko, B., & Feiman-Nemser, S. (2008). Embracing contraries: Combining assistance and assessment in new teacher induction. The Teachers College Record, 110(7), 1-12.
*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.