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NTIS 바로가기학교수학 = School Mathematics, v.18 no.4, 2016년, pp.773 - 791
Teacher noticing ability has been considered as one of important elements influencing a quality of teaching. Noticing is closely related to teachers' in the moment decision making in a class, and teachers notice things as they create and interact with their classroom setting. Mathematics teachers as...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
교사에게 요구되는 안목은? | 교사는 다차원적이고 여러 가지 일들이 동시에 발생하는 수업 상황에서 학생들의 학습에 영향을 미칠 수 있는 중요한 사건이나 측면들을볼 수 있는 전문가적인 안목이 필요하다. 수학교 사의 수업 전문성이 강조됨에 따라 일부 연구자 들은 교사가 수업에서 무엇을 중요시 여기는지 혹은 무엇을 간과하는지를 분석하였으며, 이를 교사의 주목하기라는 개념으로 설명하였다 (Sherin, Jacob & Philipp, 2011; van Es & Sherin,2002). | |
주목이란? | , 2011). 주목은 우리가 일상생활을 하면서 항상 경험하게 되는 것이며, 무엇인가에 대한 이해를 형성해나가는 데 필요한 인간의 자연스러운 능력이다(Mason, 2002). 그러나 수업에서 발생하는 교사의 주목하기는 학생들의 학습에 도움이 되는 전문가적 안목이 필요한 교사의 능력이기 때문에 일상에서 발생하는 자연스러운 주목과는 구별되어야 한다(Ball, 2011). | |
수학 교사의 주목하기와 관련된 선행연구들의 주제는 두가지로 분류되는데 어떤 것이 있는가? | 수학 교사의 주목하기와 관련된 선행연구들의 주제를 살펴보면 크게 두 범주로 분류할 수 있다. 교사들이 수업에서 주목하는 것과 주목하지 못하는 것이 무엇인지를 확인한 연구(예를 들어, 고창규, 2013; Alsawaie & Alghazo, 2010; Scherin, Russ & Colestock, 2011; Scherer & Steinbring, 2007; Star & Strickland, 2008)와 학생의 수학 학습에 대한 교사의 주목하기를 분석한 연구(예를 들어, Jacobs et al., 2011; Mellone, 2011; Scherrer & Stein, 2013; Schifter, 2011; Stockero & Zoest, 2013; van Es, 2011)이다. 본 연구는 학생의 수학 학습에 대한 교사 주목하기의 특성을 분석하고자 하므로 본 절에서는 이와 관련된 선행연구를 검토하고자 한다. |
고창규(2013). 초등교사들이 수업평가에서 주목하지 못하는 수업내용: '박'교사 수업평가 사례를 중심으로. 학습자중심교과교육연구, 13(6), 569-597.
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