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한국콘텐츠학회논문지 = The Journal of the Korea Contents Association, v.17 no.3, 2017년, pp.305 - 318
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The purpose of this study is improving the teachers' self-efficacy for pre-secondary music teachers. The research questions for this study were the improvement for teachers' self-efficacy for pre-secondary music teachers and the pre-secondary music teachers' perception about peer mentoring. In this ...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 자기 효능감에는 어떠한 요인이 있는가? | Bandura(1997)[11]가 제시한 사회인지이론은 교사의 자기효능감의 요인에 일반적인 지침의 제공한다. 자기 효능감의 네 가지 요인 즉, 성공경험, 간접경험, 언어적/ 사회적 설득, 감정적/생리학적 상태는 예비음악교사들의 교사의 자기효능감개발의 핵심요소라 할 수 있다 [24]. 또한 네 가지 요인에 의한 효능감의 신념은 학습자가 습득한 정보에 독특한 영향력을 가지고 있다[29]. | |
| 교사의 자기효능감이란 무엇인가? | 교사의 자기효능감은 학습자의 학습동기 및 학습 성취에 교사가 미치는 긍정적인 영향의 교사의 신념 또는 믿음이다[19][20]. 이는 교사의 전문성으로 나타나며 교사의 전문성 개발은 교수활동에 있어 필수적이다 [21][22]. | |
| 교사의 자기효능감이 교사로서의 교수능력 질적 향상에 중요한 이유는 무엇인가? | 교사의 자기효능감은 교수활동을 성공적으로 이끄는데 영향을 주며 학습자들의 학업에 직접적인 영향을 준다. 자기효능감이 높은 교사는 교수활동에서도 적극적이고 열정을 보이며 학습자들과 교사 모두에게 긍정적인 효과를 준다[26]. 따라서 교사의 자기효능감은 교사로서의 교수능력 질적 향상에 중요하다. |
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