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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.39 no.1, 2019년, pp.115 - 128
박지훈 (부산대학) , 남정희 (부산대학) , 강유진 (부산대학) , 박종석 (경북대학교) , 손정우 (경상대학교)
The purpose of this study is to analyze the relationship between mentor teachers' mentoring characteristics and mentee teachers' reflective practices and to investigate mentor teachers' mentoring methods to enhance mentee teachers' reflective practices based on the analysis. The participants were fo...
핵심어 | 질문 | 논문에서 추출한 답변 |
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멘토링의 여러 가지 제약에는 무엇이 보고되는가? | , 2010a, 2010b), 실제 효과적인 멘토링이 일어나는 데는 여러 가지 제약이 있다고 보고되었다. 멘토링의 효과는 멘토교사의 전문성에 영향을 받으며(Healy & Welchert, 1990), 멘토 전문성이 부족한 멘토교사는 멘티교사를 위하여 충분한 지원을 제공하는 데 실패하여 멘토링 경험이 오히려 교사의 의존성을 높이고 멘토교사와의 갈등을 초래하기도 한다(Cho, 2011; Hobson et al., 2009; Paik & Kim, 2011). | |
공교육을 정상화를 위해 무엇이 시행되었는가? | ‘공교육 정상화’라는 말이 교육계를 넘어서 우리 사회 전반에서 논의되고 있을 만큼 현재 학교 교육은 여러 가지 문제점을 가지고 있다. 공교육을 정상화하기 위하여 2014년부터 공교육정상화법을 만들어 시행 중이지만 사교육비 지출은 계속 증가하여 2017년 1인당 월평균 사교육비 금액은 역대 최고치를 경신하였다(KOSIS, 2018).이는 법이나 제도만으로는 공교육을 정상화하는 데 한계가 있다는 것을 보여주는 것이며, 공교육 정상화를 위해서는 이러한 제도의 뒷받침 아래 본질적으로 학교 교육의 질을 높이는 것으로부터 출발해야할 것이다. | |
초임 교사의 PCK를 증진하기 위한 방법은 어떻다고 하는가? | , & Borko, 1993) 등을 통해서 형성된다고 보고되고 있다. 이는 초임 교사의 PCK를 증진시키는 방법으로 경력교사와의 상호작용과 자신의 교수경험에 대한 반성의 기회를 제공하는 것은 매우 효과적이라는 것을 의미한다. Dewey(1933)는 반성적 사고(refelctivethinking)를 “자신의 신념이나 실천적 행위에 대한 원인 또는 궁극적인 결과를 적극적으로 끈기 있고 신중하게 고려하는 문제 중심적인 사고”로 정의하면서 학습자의 자발적이고 의식적인 과정이라고 하였다. |
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