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NTIS 바로가기과학교육연구지 : 경북대학교 과학교육연구소 = Journal of science education, v.40 no.2, 2016년, pp.116 - 130
The purpose of this study was to investigate the difficulties of science classes experienced by newly appointed elementary school teachers in terms of science content knowledge and teaching method, and to suggest some implications for their effective adaptation. We recorded science lessons conducted...
핵심어 | 질문 | 논문에서 추출한 답변 |
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초임교사들이 겪는 어려움은? | ,2005). 그러나 초임교사들은 과학수업에 대한 지식과 기술을 점진적으로 습득할 수 있는 체계적인 장치나 배려 없이 교직에 입문하는 순간부터 경력교사들과 똑같이 수업할 것을 요구받는다. | |
과학내용지식에 대한 확신과 경험이 부족한 교사가 초래할 수 있는 문제점은? | 이러한 현실은 우리나라 초등교사의 경우에도 크게 다르지 않으며, 과학내용지식에 대한 확신과 경험이 상대적으로 부족한 신임교사의 경우에는 수업을 할 때 더욱 부담을 느낄 수 있다. 교사가 과학의 개념과 원리를 불확실하고 애매모호하게 이해하고 있으면 이를 배운 학생 또한 오개념을 가질 수 있으며, 학생들이 잘못된 개념을 가지고 있다는 사실을 교사가 인지하는 것조차 어려울 수 있다(Lee & Lim, 1997). | |
임용되기 전까지 학습해 온 이상과 교실 현장에서 실제 적용하는 수업 기술 사이의 차이가 가져오는 악영향은? | 또한 바쁜 학교 일상 속에서 자신이 실행한 수업에 대해 진지하게 숙고해 보거나,동료교사 및 외부 전문가로부터 비형식적인 피드백을 받을 기회조차 충분히 제공받지 못하고 있다. 이로 인해 이들은 임용되기 전까지 학습해 온 이상과 교실 현장에서 실제 적용하는 수업 기술 사이의 차이를 인식하게 되면서 당혹감을 느끼고, 많은 시행착오를 겪으며 자신감을 잃고 무력감에 빠질 수도 있다(Park et al., 1998). |
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