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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.36 no.2, 2016년, pp.269 - 277
Recently, there has been a dramatic increase in the number of cases that have formed and operated teachers' learning communities through cross-curricular consulting at the school level. The purpose of this study is to explore cross-curricular instructional consulting as an activity of teachers' lear...
핵심어 | 질문 | 논문에서 추출한 답변 |
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긍정적인 교사문화의 특징은? | 학교 개선을 위한 전제 조건 중 하나는 능동적이고 긍정적인 교사문화 조성이다(Riley & Stoll, 2004). 긍정적인 교사문화의 특징은 학습조직화를 통해 학교의 구성원들이 학교교육의 가치와 신념을 내면화하고, 학교 교육과정 편성⋅운영 관련 지식을 공유한다는 점이다(OECD, 2010; Sahlberg, 2011). 단위학교 차원의 교육과정 자율권행사는 구성원들 간의 합의와 협력적인 전문성 발휘가 요청되는 까닭이다. | |
범교과 수업컨설팅의 특징은? | 반면에, 범교과 수업컨설팅의 특징은 교과 담임제인 중등학교임에도 불구하고 교과의 벽을 넘어서 학년 혹은 학교 단위로 수업공개와 컨설팅이 이루어진다는 점이다. 이에 본 연구에서는 단위학교 차원의 교사 학습공동체 활동의 하나인 범교과 수업컨설팅의 특징을 살펴보고, 중학교 과학수업에 대한 범교과 수업컨설팅의 효과를 탐색하고자 한다. | |
미래형 학교교육은 무엇을 목표로 하는가? | , 2012; OECD, 2005). 즉, 학교를 배움과 학습의 공동체로 만드는 일에서 출발하여 학교를 교사들이 서로 배우면서 성장하는 공동체로 만드는 것을 목표로 한다(Kim, 2009; Seo, 2009). 이는 미래형 학교교육의 변화를 이루어내기 위해서는 개별 교사의 노력만으로는 어려우므로, 모든 학교 구성원들의 협동과 노력이 필요하기 때문이다. |
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