최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.2, 2017년, pp.347 - 358
The purpose of this study is to research on the professional development of pre-service chemistry teachers in terms of personal practical knowledge(PPK), and draw a discussion for pre-chemistry teacher education. A reflective discussion through a Community of Practice(CoP) activity has been conducte...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
경력 5년 미만의 초임 과학교사들이 과학 내용을 지도할 때 불안을 느끼는 비율이 높게 나타난 주 원인은 무엇인가? | , 2009)에 따르면, 경력 5년 미만의 초임 과학교사들이 과학 내용을 지도할 때 불안을 느끼는 비율이 79%로 상당히 높게 나타난 것을 볼 수 있다. 교사들은 ‘교사 양성과정에서의 교육 과정이 학교 상황에 대한 실제적인 감각을 길러주지 못했기 때문임’을 불안감의 주요 원인으로 꼽고 있다. 또한 수학⋅과학 교과 중등교원양성 교육과정의 현장 적합성을 분석한 연구(Kim et al. | |
NSES는 교사의 전문성을 무엇으로 정의하고 있는가? | 이러한 학생들의 능력과 태도는 학교 과학교육을 통하여 현실화될 수 있으며 특히 과학교육을 이끌어가는 교사의 전문성에 의하여 그 질이 크게 좌우된다고 볼 수 있다. NSES(National Science Education Standards)는 교사의 전문성을 사범대학 시절 경험으로부터 교직 경력 마지막에 이르기까지의 연속적인 과정 속에서 지속적으로 변화⋅발전해나가는 것으로 정의하고 있다. 그리고 교사의 전문성 발달에 예비교사 시절의 경험이 중요한 영향을 미친다는 Lederman의 연구 결과는(Lederman et al. | |
실천적 지식은 어떤 영역으로 구분되는가? | 그런데 이러한 실천적 지식은 교사가 되어야만 비로소 함양할 수 있는 것이 아니라 예비교사 단계에서부터 그 근간을 형성하고 발전시켜 나가야 하는 것이므로, 예비교사의 삶과 교육을 실천적 지식의 관점에 투영해보는 일은 그들이 교사로서의 실제적 전문성을 어떻게 발달시켜 가고 있는지를 파악할 수 있도록 한다. 실천적 지식은 내적 영역인 교사자신관련 지식과, 외적 영역인 교과내용 지식, 교육과정 지식, 교수⋅학습 지식, 교수⋅학습환경 지식의 5가지 영역으로 구분될 수 있는데(Table 3) 모든 영역이 조화롭게 발달되어 통합되었을 때 비로소 전문가적인 지식의 형태를 띌 수 있다. 특히 교사자신관련 지식은 가치관이나 신념, 소명의식 등을 포함한 자기 자신에 대한 이해 정도를 나타내는 지식으로, 이론적으로 습득한 지식이나 현장 경험 등이 통합되어 실제적 지식으로 발현되는 과정에서 일종의 체와 같은 역할을 하는 중요한 요소이다. |
Beyer, C. J., & Davis, E. A. (2012). Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers' pedagogical content knowledge. Science Education, 96(1), 130-157.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain.
Bogdan, R., & Biklen, S. (1998). Foundations of qualitative research in education. Qualitative research in education: An introduction to theory and methods, 1-48.
Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Dewey, J. F., Coward, M. P., & Hancock, P. L. (Eds.) (1987). Continental extensional tectonics (No. 28). Blackwell Science Incorporated.
Dow, P. B. (1999). Schoolhouse politics: Lessons from the Sputnik era. iUniverse.
Elbaz, F. (1981). The teacher's "practical knowledge": Report of a case study. Curriculum inquiry, 11(1), 43-71.
Gu, W. (2007). Research on the trends and implications of the study on teachers' practical knowledge in Korea. The Journal of Korea Teacher Education, 24(1), 299-321.
Hong, M. (2005). Theoretical study of social studies teacher's practical knowledge, Social studies Education, 44(1), 101-124.
Hume, A., & Berry, A. (2011). Constructing CoRes-a strategy for building PCK in pre-service science teacher education. Research in Science Education, 41(3), 341-355.
Jang, H., Koh, E., & Choi, B. (2014). The influence of the curriculum in advance of practicum of the practicum-affiliated course on pre-service chemistry teacher's practice teaching. Korean Journal of Teacher Education, 30(3), 21-48.
Jeon, H., Yoo, M., Hong, H., & Park,. E. (2009). Study on teaching anxiety and effects for professional development of beginning secondary science teachers. Journal of the Korean Association for Research in Science Education, 29(1), 68-78.
Jo, Y. (1995). An ethnographic study on the meaning and function of higher education for female students. The Journal of Educational Research, 33(5), 163-191.
Jung, J. (2013). An exploration of preservice teachers' learning experience through interview with inservice teachers and its instructional effectiveness. The Korean Journal of Educational Methodology Studies, 25(2), 453-478.
Kim, B. (2003). A study on the motivation of prospective teachers' entrance into teachers college and the process of their adaptation in pre-service teacher education program. The Journal of Korean Teacher Education, 20(1), 57-83.
Kim, H., & Lee, N. (2014). Exploring pre-service science teacher's professional identity focusing student teaching. Korean Journal of Teacher Education, 30(2), 171-201.
Kim, J., & Kim, J. (2003). Theoretical study of teacher's practical knowledge. The Journal of Korean Teacher Education, 20(2), 77-96.
Kim, K., & Yoon, J., Park, J., & Noh, T. (2011). The components of pedagogical content knowledge considered by secondary science pre-service teachers in planning and implementing teaching demonstrations. Journal of the Korean Association for Research in Science Education, 31(1), 99-114.
Kim, S., Lee, S., Shin, J., Kim, J., & Yoo, J. (2015). A study on site suitability of the secondary school teacher education curriculum focusing on science and math subject. Asian Journal of Education, 16(4), 1-30.
Kim, Y., Mun, J., Park, J., & Lim, G. (2010). Comparison of perception on science teacher preparation courses by beginner and experienced science teachers. Journal of the Korean Association for Science Education, 30(8), 1002-1016.
Ko, M., Nam, J., & Lim, J. (2009). Two case studies of the development of beginning science teachers' pedagogical content knowledge. Journal of the Korean Association for Research in Science Education, 29(1), 54-67.
Kwak, Y. (2003). Exemplary science teachers' suggestions for how to improve science teacher education. Journal of Earth Science Society, 24(3), 117-127.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation: Cambridge university press.
Lederman, N. G., Gess-Newsome, J., & Latz, M. S. (1994). The nature and development of preservice science teachers' conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31(2), 129-146.
Lee, S., Min, H., Won, J., & Paik, S. (2011). The change in pre-service chemistry teacher's pedagogical contents knowledge through mentoring. Journal of the Korean Association for Research in Science Education, 31(4), 621-640.
Maxwell, J. A. (2012). Qualitative research design: An interactive approach (Vol. 41). Sage publications.
Meijer, P., Verloop, N., & Beijaard, D. (2001). Similarities and differences in teachers' practical knowledge about teaching reading comprehension. The Journal of Educational Research 94(3), 171-184.
Meijer, P., Zanting, A., & Verloop, N. (2002). How can student teachers elicit experienced teachers' practical knowledge? tools, suggestions, and significance. Journal of Teacher Education, 53(5), 406-419.
National research council. (1996). National science education standards. National Academies Press.
Noh, T., Kim, Y., Yang, C., & Kang, H. (2011). A case study on beginning teachers' teaching professionalism based on pedagogical content knowledge in science-gifted Education. Journal of the Korean Association for Research in Science Education, 31(8), 1214-1228.
Oh, P., Lee, S., Lee, G., Kim, C., & Kim, H. (2008). Narrative inquiry on student-teachers' teaching experiences with extra curricular science classes of a high school: Types and characteristics of the knowledge constructed by the pre-service science teachers. Journal of the Korean Association for Research in Science Education, 28(6), 546-564.
Park, E. (2005). A study on the self-efficacy and teaching-efficacy of early childhood pre-service teachers. Journal of Early Childhood Education & Educare Welfare, 9(4), 103-124.
Remillard, J. & Bryans, M. (2004). Teachers' orientations toward mathematics Curriculum materials: Implications for teacher learning. Journal for Research in Mathematics Education, 352-388.
Seo, K. (2009). Teachers' experience of reconstructing national curriculum. The Journal of Curriculum Studies. 27(3), 159-189.
Shim, H. (2016). Pre-service teachers' participation development and practical knowledge formation in biology laboratory teaching club. (Doctoral dissertation). Seoul National University of Education, Seoul.
Stake, R. (1995). The art of case study research. Sage.
Van Driel, J. H., Jong, O. D., & Verloop, N. (2002). The development of preservice chemistry teachers' pedagogical content knowledge. Science Education, 86(4), 572-590.
Yeo, S., & Hong, J. (2006). The effect of the practice teaching for preservice elementary teachers on their pedagogical content knowledge, science teaching efficacy belief, and perception about science teaching. The Bulletin of Science Education, 19, 115-123.
Yoon, J. (2014). An examination on the influences and methods of mentoring for improving pedagogical content knowledge of secondary science pre-service teachers. The Journal of Learner-Centered Curriculum and Instruction, 14(11), 309-332.
Yu, E. (2009) Identity formation of preservice earth-science teachers who changed their majors. (Doctoral dissertation). Seoul National University of Education, Seoul.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
Free Access. 출판사/학술단체 등이 허락한 무료 공개 사이트를 통해 자유로운 이용이 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.