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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.36 no.3, 2016년, pp.457 - 470
We investigated the conceptual and methodological characteristics of self-study as an innovational way with reflective research methods and explored the possibility of application of self-study in the field of science education by reviewing previous researches done in foreign countries. The results ...
핵심어 | 질문 | 논문에서 추출한 답변 |
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셀프스터디란? | 교수 학습 상황과 관련하여 ‘나에 대한 천착’을 위한 한 가지 방법으로 근래 교육계에서는 셀프스터디(self-study)가 주목받고 있다(Hwang, 2013; Lee et al,, 2012; Loughran, 2007; Samaras, 2011). 셀프스터디란 질적 연구방법의 하나로서 연구자 자신을 대상으로 다양한 자전적 자료를 활용하는 기법이다. 기존의 연구가 타자에 대한 연구인 반면에 셀프스터디는 자기 자신, 자신의 실천, 자신의 생각등을 대상으로 수행하는 연구를 통칭한다(Hamiliton & Pinnnergar, 1998). | |
교육과 관련된 셀프스터디는 어떤 특징이 있는가? | 아울러 사회구성주의적인 학습이론과 사회적이고 맥락적인 인간의 인지 특성을 반영한다는 점에서 상호작용적인 특징을 갖는다(LaBoskey, 2007). 특히 교육과 관련된 셀프스터디는 자기 자신을 대상하며 질적자료를 활용하여 심도 있고 비판적인 성찰이 가능할 뿐만 아니라 수업 개선을 위한 실행을 지향한다는 특징이 있다(Loughran, 2007). 그리고 이러한 특징들로 인해 교사교육자 자신의 신념과 실행을 탐구하고 교사교육 분야의 지식에 공헌하는 수단을 탐구하는 데에 적절한 방법으로 여겨져 왔으며(Dinkelman, 2003), 다양한 차원의 교수 실행을 지원하고 성과물을 개발하는 데 유용한 방법으로 주목받고 있다(Pinnegar & Hamilton, 2009). | |
교사교육자는 연구자로서의 기능뿐 아니라 교육 실천가로서의 기능을 동시에 수행해야 하는데, 이 두 가지 역할을 잘 수행하기 위해서는 어떤 능력이 요구되는가? | 예컨대 교사교육자는 연구자로서의 기능뿐 아니라 교육 실천가로서의 기능을 동시에 수행해야 한다(Cochran-Smith, 2005). 이 두 가지 역할을 잘 수행하기 위해서는 연구 능력뿐 아니라 교육의 대상과 사회적 요구를 함께 고려할 줄 아는 능력이 요구되기도 한다(Berry, 2007). 또, 교사교육자들에게는 지식적 측면, 의사소통능력, 조직 측면, 교육학적 측면의 자질이 요구된다(Koster et al. |
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