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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.36 no.4, 2016년, pp.629 - 641
Understanding of how teachers change instruction can help predict what kind of educational materials is supportive or appropriate. On the basis of this idea, we explored elementary teachers' PCK progression on specific topics of astronomy: planet size and distance in solar system. To identify the de...
핵심어 | 질문 | 논문에서 추출한 답변 |
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Berliner는 교사의 전문성의 발달은 어떤 단계로 구분하였는가? | 전문가로서 교사가 어떻게 발달하는가는 오랫동안 교사 교육자와 연구자들에게 매우 중요한 질문이었다(Darling-Hammond &Bransford, 2005). Berliner(2001)는 교사의 전문성의 발달을 초보, 중급초심자, 역량가, 숙련가, 전문가의 5단계로 구분하였는데, 전문가가 되기 위해서는 5년 이상의 기간이 소요된다고 하였다. 이러한 단계 이론은 교사 전문성 발달 경로와 지식의 성격을 기술하는 데는 유용하나, 교사의 발달을 선형적인 형태 그리고 고정된 단계로 간주한다는 문제점이 제기된다. | |
PCK란 무엇인가? | 교사 지식의 발달과정을 논의함에 있어 가장 적절하고도 유효한 구인(construct)이 되는 것이 PCK(pedagogical content knowledge)이다. PCK는 교사 수업전문성의 요체로서, 다양한 능력과 관심을 가진 학생들에게 교과의 내용을 효과적으로 조직하고 적절한 방식으로 표현하여 가르치기 위한 교사의 전문적인 지식을 의미한다(Magnusson et al., 1999; Park &Chen, 2012; Van Driel et al. | |
과학 교사의 교수 지식의 발달 과정에 대한 이해가 교사의 수업전문성 단계에 적절한 교육 프로그램을 개발하는데 있어 필수적인 이유는 무엇인가? | 과학 교사의 교수 지식의 발달 과정에 대한 이해는 교사의 수업전문성 단계에 적절한 교육 프로그램을 개발하는데 있어 필수적이다. 왜냐 하면 수업전문성이 시간에 따라 어떻게 발달하는지 알아야 유효적절한 지원(support)을 제공할 수 있기 때문이다. |
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