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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.6, 2017년, pp.961 - 970
In this study, KTOP (Korean Teaching Observation Protocol) was applied to teaching practicum for improving pre-service teachers' science teaching. To do this, four pre-service teachers and supervisor teacher observed and analyzed the lessons using the KTOP, and tried to improve he succeeding lessons...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
KTOP란? | KTOP은 과학수업을 관찰하면서 개선할 점을 추출하기 위한 관찰 및 분석 도구로(Park et al., 2014), 기본철학, 학습목표, 활동, 평가의 4개 대범주와 10개의 중범주로 구분되어 있다. 그리고 세부적으로는 30개의 소항목으로 구성되어 있다. | |
KTOP은 어떠한 기본틀로 활용될 수 있는가 | 특히 Park et al. (2015) 등은 과학 수업에 특화하여 수업을 관찰하고 개선하기 위한 분석틀로 KTOP (Korean Teaching Observation Protocol)을 개발한 바 있어, KTOP이 예비교사들에게 과학수업의 어떤 부분을 집중하여 관찰하고, 어떤 부분에서 지도 능력을 계발해야 하는지를 안내해 주는 기본틀로 활용될 수 있다 | |
교사들이 이론적 교육원리와 지도전략들을 잘 알고 있다고 해서, 그것들을 실제 학습지도 상황에서 효과적으로 잘 적용할 수 있는 것은 아닌 이유는? | , 2013). 그러나 교육이론과 학습지도 전략들이 종종 너무 이론적이어서 실제와의 연관성이 떨어지는 경우가 많다(Vick, 2006). 또한 실제 학습 지도 상황에는 매우 많은 요인들이 복합적으로 포함되어 있어서(Hoban, 2005), 교육이론과 학습지도 전략을 그대로 실제 수업 상황에 적용하는 데에 한계도 있다(Clark & Lampart, 1986). 따라서 교사들이 이론적 교육원리와 지도전략들을 잘 알고 있다고 해서, 그것들을 실제 학습지도 상황에서 효과적으로 잘 적용할 수 있는 것은 아니다(De Corte, 2000; Loughran, Berry, & Mulhall, 2006, p. |
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