최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기Family and environment research : fer, v.54 no.4, 2016년, pp.365 - 384
이경숙 (경상대학교 대학원 가정교육과) , 유태명 (경상대학교 대학원 가정교육과)
The purpose of this research is to apprehend what the power of professional learning community (PLC) to make home economics teachers participate is and how PLC activity contributes to reflective practice and change of participating home economics teachers by experiencing reflective practices. For th...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
변화하는 교육환경에 따라 교사들에게 기대하고 있는 것은? | 교사중심-학생중심, 일방적 강의-상호작용, 이론실제, 경쟁적-협동적, 교과 중심 학습-실생활 중심 학습 간의 ‘새로운 균형’을 향하여 무게중심을 옮기기 위한 일들이 진행되고 있다[47]. 이러한 변화의 물결과 함께 교사들에게는 이전보다 더 높은 학습 기준, 학습균형을 위한 새로운 수업방법, 사회의 요구에 대한 교사들의 지속적인 변화, 가르치기 위해 배우는 것(learning to teach)이 평생에 걸쳐 이루어지기를 기대하고 있다. 또 교육과정의 수시 개정과 교육개혁의 방향 제시에 따라 도입된 성취평가제, 수석교사제, 교원능력개발평가, 수업 컨설팅, 장학지도, 혁신학교 등의 새로운 흐름은 교사의 수업전문성을 요구하는 제도적 장치들이다. | |
21세기 교육환경은 어떻게 변화하고 있는가? | 21세기 교육환경은 빠르게 변화하고 있다. 교사중심-학생중심, 일방적 강의-상호작용, 이론실제, 경쟁적-협동적, 교과 중심 학습-실생활 중심 학습 간의 ‘새로운 균형’을 향하여 무게중심을 옮기기 위한 일들이 진행되고 있다[47]. 이러한 변화의 물결과 함께 교사들에게는 이전보다 더 높은 학습 기준, 학습균형을 위한 새로운 수업방법, 사회의 요구에 대한 교사들의 지속적인 변화, 가르치기 위해 배우는 것(learning to teach)이 평생에 걸쳐 이루어지기를 기대하고 있다. | |
Schön은 성찰적 교사의 자질에 대해 어떻게 보았나? | Schön [38]은 이러한 성찰적 교사의 자질은 이론적 지식을 수업에 적용함으로써 길러지는 것이 아니라 교사 자신이 처한 맥락 속에서 자신의 경험과 체험적 지식에 대한 비판과 이해를 통해서 함양된다고 하였고, 교사가 자신의 수업행위에 대해 지속적으로 성찰적 실천을 함으로써 경험과 실천을 통한 상황 재해석과 재구성 능력 등의 자질을 개선해 가는 과정을 통해 전문가로 성장해간다고 보았다[40, 48, 50]. |
Cheon, H. S. (2007). Is cooperative action research with teachers and researchers beneficial to enhancing the expertise of the teaching profession?: A qualitative case study. Social Studies Education, 46(3), 5-30.
Cho, B. K., & Go, Y. M. (2006). Participating in the learning community for kindergarten teacher. Korean Journal of Early Childhood Education, 26(1), 69-100.
Cho, D. J. (2006). A study on three approaches to the teacher's reflection. Korean Journal of Educational Research, 44(2), 105-133.
Cho, S. M. (2009). A case study of the development of pedagogical content knowledge according to the teacher's reflection. The Journal of Korean Teacher Education, 26(1), 201-220.
Choi, D. M., & Ko, M. S. (2011). A study on building process of community of practice in middle school female physical education teachers. Journal of Korean Society for the Study of Physical Education, 16(1), 133-144.
Choi, S. I. (2009). The development of mathematics teachers' professionalism through learning community activities for class analysis (Unpublished doctoral dissertation). Seoul National University, Seoul, Korea.
DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Reston, VA: ASCD.
Go, M. Y. (2010). A study on self-supervision of middle school home economics teachers: Current status and suggestions for improvement (Unpublished master's thesis). Korea National University of Education, Cheongju, Korea.
Ha, M. J. (2011). A case study of learning community of music teachers for enhancing teaching professionalism (Unpublished master's thesis). Konkuk University, Seoul, Korea.
Hatch, J. A. (2008). Doing qualitative research in education settings (Y. E. Jin, Trans.). Seoul: Hakjisa. (Original work published 2002).
Jeon, H. Y. (2009). The status of a science teacher learning community and teaching expertise of teachers involved in the community: Focused on "teachers for exciting science" (TES) (Unpublished doctoral dissertation). Seoul National University, Seoul, Korea.
Johnson, M. S. (2006). The development of a professional learning community: One high school's experience (Unpublished doctoral dissertation). University of Washington, Seattle, WA, USA.
Joung, Y. R., & Kim, D. S. (2003). The effects of reflective practice on attitudes, performances of students in web-based PBL. Journal of Educational Technology, 19(2), 87-115.
Kang, J. Y., & So, K. H. (2011). Educational action research in Korea. Asian Journal of Education, 12(3), 197-224.
Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (pp. 559- 603). Thousand Oaks, CA: Sage.
Kim, B. S. (2014). The activities of a learning community for professional development: On the Korean language instruction. Journal of CheongRam Korean Language Education, 50, 7-34.
Kim, D. H. (2014). Professional development of geography teachers through participation in teacher learning community: Grounded theoretical approach (Unpublished doctoral dissertation). Korea National University of Education, Cheongju, Korea.
Kim, H. J. (2006). Social network analysis of spontaneous teacher network. The Journal of Educational Administration, 24(2), 173-200.
Kim, H. R., & Jung, Y. H. (2012). Implementing literature discussion for primary English learners using children's literature based on the framework of action research. Primary English Education, 18(1), 247-281.
Kim, K. E. (2010). Professional development schools program for enhancing social studies teaching professionalism. The Journal of Elementary Education, 23(3), 45-69.
Kim, N. G. (2013). A study on the usefulness and possibility of protocols in the professional learning community. The Journal of Elementary Education, 26(3), 1-20.
Kim, S. C. (2007). Teachers' professional development processes in the cooperative learning association of Korea (Unpublished doctoral dissertation). Sungkyunkwan University, Seoul, Korea.
Kim, S. J., Maeng, J. S., & Park, S. J. (2013). A case study on the learning community of the elementary school teachers. CNU Journal of Educational Studies, 34(1), 227-247.
Kim, Y. C. (2012). Bricoleur. Paju: Academypress.
Kim, Y. C. (2013). Methods. Paju: Academypress.
Kwak, Y. S. (2014). Teacher and qualitative research . Paju: Kyoyookbook.
Lee, J. H. (2002). Investigation into the use of reflective thinking as a tool for improving teaching methods. The Journal of Korean Teacher Education, 19(3), 169-188.
Lee, J. I. (2003). Improving teaching quality through reflective practice. Social Studies Education, 42(2), 5-27.
Lee, S. E., Kim, Y. J., & Yoo, S. K. (2007). Sustainable leadership in elementary school teachers' online learning community. The Journal of Elementary Education, 20(3), 17-35.
Lee, S. S. (2005). A study on the professional development of teachers in subject-matter collaboratives: In case of the organization of Korean history teachers (Unpublished master's thesis). Seoul National University, Seoul, Korea.
Lim, Y. J., & Na, S. I. (2011). The relationship between learning community activity and teaching competence of technology teachers in middle schools. The Korean Journal of Technology Education, 11(1), 104-127.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry . Newbury, CA: Sage Publications.
Mills, G. E. (2005). Action research: A guide for the teacher researcher (S. U. Kang, G. S. Boo, Y. T. Shim, G. R. Yang, S. G. Oh, G. H. Lee, et al., Trans.). Seoul: Uriedu. (Original work published 2003).
Park, S. H. (2004). A study of developing learning communities. The Journal of Educational Administration, 22(1), 157-177.
Park, Y. (2011). Reporting the activities of professional development system for enhancing elementary mathematical teaching professionalism. Communications of Mathematical Education, 25(1), 41-61.
Peraro, M. (2005). Developing a professional learning community through action research (Unpublished doctoral dissertation). Columbia University, New York, NY, USA.
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Senge, P. M. (1996). The fifth discipline: The art and practice of the learning organization (K. Y. Park & T. W. Son, Trans.). Seoul: Book21. (Original work published 1990).
Seo, K. Y. (2005). Reflection and practice: On the professional development. The Journal of Curriculum Studies, 23(2), 285-310.
Seo, K. Y. (2009). Teacher learning communities and professional development. The Journal of Korean Teacher Education, 26(2), 243-276.
Seo, K. Y. (2011). Collaborative professional development of online teacher community. The Journal of Korean Teacher Education, 28(1), 133-161.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. http://dx.doi.org/10.3102/0013189X015002004
So, K. H. (2005). Curriculum development. Seoul: Kyoyookbook.
Spradley, J. P. (2006). Participant observation (J. Y. Sin, Trans.). Seoul: Sigmapress. (Original work published 1980).
Trilling, B., & Fadel, C. (2012). 21st Century skills: Learning for life in our times (Korean Educational Development Institute, Trans.). Seoul: Hakjisa. (Original work published 2009).
Yu, H. S. (2002). Policy directions based on new for teacher education. The Journal of Korean Teacher Education, 19(3), 127-145.
Yu, N. S. (2009). Home economics teachers' reflection on pedagogical content knowledge in home economics education (Unpublished doctoral dissertation). Korea National University of Education, Cheongju, Korea.
Yu, S. A. (2005). Professional development school as a way of development of teacher professionalism through reflection. The Journal of Korean Teacher Education, 22(3), 97-121.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.