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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.6, 2017년, pp.951 - 960
The purpose of this study is to examine the effects of mentoring in enhancing the professionalism of low-experience science teachers on their general teaching and science teaching efficacies. The mentoring for low-experience science teachers was conducted on 24 science teachers with less than three ...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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교수 효능감은 어떻게 구성되는가? | 자아효능감의 개념을 교수 활동에 적용한 것이 교수 효능감이다. 교수 효능감은 학생들을 잘 가르칠 수 있다는 자신의 교수 능력에 대한 믿음인 교수에 대한 개인 효능감과 교수를 통하여 학생들을 동기화시키고 학업 수행을 향상시킬 수 있다는 교수 결과에 대한 기대감으로 구성된다. 교수 효능감은 실제 교실 환경을 구성하는 방식에도 큰 영향을 미치기 때문에 저경력 교사들이 교육 현장에서 긍정적인 교수 효능감을 갖는 것은 매우 중요하다. | |
교사 멘토링의 4가지 유형은 구체적으로 어떠한 차이가 있는가? | , 2009), 교단 적응 멘토링, 교과 수업 멘토링, 수업 공개와 요청 장학, 모범 수업 시연 등이 실시되고 있다. 교단적응 멘토링은 주로 초임교사의 교단 적응을 지원하기 위해 운영되고 있고, 교과 수업 멘토링은 교과별 수업 전문성 제고에 초점을 두고 있다(Kwak, 2011). 수업장학지원은 수업 전문성 제고를 위해 실시되는 것으로 수업 공개 자료를 대상으로 장학 요원이 파견되어 수업 개선을 위한 컨설팅을 위주로 이루어지고, 모범 수업 시연은 수업 전문성을 갖춘 경력 교사의 수업 시연을 통해 수업 기술을 보급하는 형태이다. 멘토링 등의 교사협력활동을 통한 교사 전문성 향상을 도모하는 과정에서 교수효능감은 중요한 매개 변인으로 알려져 있다(Park et al. | |
국내에서 실시되는 교사 멘토링의 유형은 어떻게 분류되는가? | 현재 국내에서 실시되고 있는 교사 멘토링의 유형은 크게 4가지로 분류되는데(Kwak et al., 2009), 교단 적응 멘토링, 교과 수업 멘토링, 수업 공개와 요청 장학, 모범 수업 시연 등이 실시되고 있다. 교단적응 멘토링은 주로 초임교사의 교단 적응을 지원하기 위해 운영되고 있고, 교과 수업 멘토링은 교과별 수업 전문성 제고에 초점을 두고 있다(Kwak, 2011). |
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