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NTIS 바로가기Journal of the Korean Society of Mathematical Education. Series E: Communications of Mathematical Education, v.34 no.3, 2020년, pp.257 - 276
In this study, the MKT level of pre-service mathematics teachers in the area of permutations and combinations was investigated, and MKT-Development Program(MKT-DP) focused on improving the MKT of pre-service mathematics teachers was developed and implemented to examine the effects of the program on ...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
MKT란 | Ball, 1990; Ball, Hill, & Bass, 2005; Ball, Lubienski, & Mewborn, 2001; Copur-Gencturk & Lubienski, 2013; Ma, 1999; Stylianides & Ball, 2008). 수학교사 지식 분야의 대표적인 연구로는 Ball과 그의 동료들이 수행한 연구를 들 수 있는데, 그들은 수학을 가르치는 데 필요한 교사의 지식을 MKT(Mathematical Knowledge for Teaching, 이하 MKT)로 명명하며 MKT를 구성 하는 하위 요소를 규명하였고(Ball, Thames, & Phelps, 2008), MKT를 측정할 수 있는 검사 도구를 개발하여(예. Hill & Ball, 2004; Hill, Ball, & Schilling, 2008; Hill, Schilling, & Ball, 2004), 수학교사의 지식, 학생들의 성취, 수업의 질에 대한 관계를 규명하고자 하였다(예. | |
예비교사 교육과정은 무엇을 갖추는 시기인가? | 예비교사는 예비교사 교육과정에서 가르치는 것과 관련된 지식을 접하고, 가르치는 것이 향상될 수 있는 준비를 하며, 교육현장에서 요구 되는 지식을 제공받는다(조경원, 2004). 즉 예비교사 교육과정은 예비교사가 수업 전문성 제고를 위한 교과 내용이나 수업 방법 등에 대한 체계적인 지식을 갖추는 시기이다(김경순, 윤지현, 박지애, 노태현, 2011). 그러나 국내에서 이루어진 예비수학교사의 MKT에 대한 몇 몇 선행연구에서 예비교사들의 MKT가 대체로 부족한 것으로 나타났다(윤현경, 권오남, 2011; 전미현, 김구연, 2015; 한혜숙, 2016). | |
세분화된 교사 지식의 범주는 무엇으로 활용될 수 있는가? | 연구자들은 교사 지식의 범주를 보다 구체화하려고 시도하였는데, 대표적으로 Shulman(1987)이 교사 지식을 ‘일반 교육학적 지식’, ‘학습자에 관한 지식’, ‘교육 상황에 관한 지식’, ‘역사적 배경에 관한 지식’, ‘교과 내용지식’, ‘교육과정 지식’, ‘교수학적 내용 지식’으로 구체화하였다. 이렇게 세분화된 지식 범주는 교사의 전문적인 지식 함양을 위한 기준이 될 수 있으며, 이와 더불어 전문적인 교사 교육을 제공하기 위한 기준으로도 활용될 수 있다. 각 교과교육 분야에서도 교사 지식에 대한 연구들이 활발하게 수행되었는데, 수학교육 분야에서는 수학교사들이 가져야 할 지식의 범주를 규명하고, 교사 지식을 측정하고자 하는 다양한 연구들이 이루어졌다(예. |
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