[논문]교수 지식과 실천적 역량을 위한 그룹 활동에서 예비교사들의 동기: 과제 가치 사례

최송희; 김동중

doi:10.7468/mathedu.2021.60.3.341

교수 지식과 실천적 역량을 위한 그룹 활동에서 예비교사들의 동기: 과제 가치 사례
Pre-service teachers' motivation in group activities for developing knowledge for teaching and practical competency: The case of the task value 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.60 no.3, 2021년, pp.341 - 362

최송희 (고려대학교 대학원) , 김동중 (고려대학교)

초록
AI-Helper

본 연구의 목적은 예비교사들이 수리논술 평가문항 개발을 위한 그룹 활동에서 참여하는 동기의 질적 특징을 탐구하는 데 있다. 이에 예비교사들을 대상으로 그룹 학습 활동에 관한 개인적 요인과 실천적 역량(수리논술 평가문항의 개발, 자료 수집, 수정, 보완)에 관한 맥락적 요인을 분석하였다. 그 결과, 그룹 학습 활동에 관한 개인적 요인은 달성 가치, 유용 가치, 내재 가치에 관한 자율성이 주요 특징으로 나타난 반면, 실천적 역량에 관한 맥락적 요인은 과제, 권위, 그룹 편성이 과제 가치에 긍정적 영향을 주는 것으로 나타났다. 이를 통해 예비교사의 학생평가 전문성을 함양하기 위한 교육 과정 설계에 있어 구체적 아이디어를 제안할 수 있다.

Abstract ▼ AI-Helper

The purpose of this study is to explore the qualitative characteristics of pre-service teachers' motivation while they are participating in group activities for developing mathematical essay assessment problem and revising it. For this purpose, we analyzed individual factors about group learning activities as well as contextual factors about practical competency (in developing and revising mathematical essay assessment problem through collecting data of student responses to the problem). As results of data analyses, autonomy, among individual factors regarding group learning activities, was one of the main characteristics in attainment value, utility value, and intrinsic value, whereas task, authority, and grouping, among contextual factors regarding practical competency, appeared to have a positive impact on task value. These results suggest how to think of specific ideas and articulate them in designing a curriculum to develop student-evaluation expertise for pre-service teachers.

주제어

표/그림 (24)

그림 [Fig. 1] Curriculum
표 [Table 1] Framework for research problem 1
그림 [Fig. 2] Autonomy about attainment value
표 [Table 2] Framework for research problem 2
그림 [Fig. 3] Competence about attainment value
그림 [Fig. 4] Autonomy about utility value
그림 [Fig. 5] Competence about utility value
그림 [Fig. 6] Relatedness about intrinsic value
그림 [Fig. 7] Autonomy about intrinsic value
그림 [Fig. 8] Competence about intrinsic value
그림 [Fig. 9] Relatedness about cost
그림 [Fig. 10] Autonomy about cost
그림 [Fig. 11] Structural connection of task about attainment value
표 [Table 4] Average of task value
표 [Table 3] Summary of questionnaires response
그림 [Fig. 13] Authority about attainment value
그림 [Fig. 12] Personal meaning of task about attainment value
그림 [Fig. 14] Authority about utility value
그림 [Fig. 15] Positive responses of grouping about intrinsic value
그림 [Fig. 16] Other responses of grouping about intrinsic value
그림 [Fig. 17] Negative responses of grouping about intrinsic value
그림 [Fig. 18] Positive responses of grouping about cost
그림 [Fig. 19] Negative responses of grouping about cost
그림 [Fig. 20] Time about cost

참고문헌 (45)

Barron, K. E. & Hulleman, C. S. (2015). Expectancy-value-cost model of motivation. In J. S. Eccles & K. Salmelo-Aro (Eds.), International encyclopedia of social and behavioral sciences: Motivational psychology. NY: Elsevier.
Black, P., Harrison, C., Hodgen, J., Marshell, B. & Serret, N. (2011). Can teachers' summative assessments produce dependable results and also enhance classroom learning? Assessment in Education: Principles, Policy & Practice, 18(4), 451-469.

상세보기
Cho, Y. (2020). Teacher motivation research: trends and future directions. Journal of Learner-Centered Curriculum and Instruction, 20(5), 1439-1462.

상세보기
Choi, Y. & Jeon, H. (2017). Constructing teacher identity among preservice teachers: introspective process from experiences in public schooling and private tutoring. Korean Journal of Educational Research, 55(2), 77-115.
Deci, E. L. (1980). The psychology of self-determination. Lexington, MA: D. C. Heath.
Esptein, J. (1988). Effective schools or effective students? Dealing with diversity. In R Hakins & B. MacRae (Eds.), Policies for America's public schools (pp. 89-126). Norwood, NJ: Ablex.
Esptein, J. (1989). Family structures and student motivation: a development perspective. In C. Ames & R. Ames (Eds.), Research on motivation in education (pp. 259-295), San Diego, CA: Academic Press.
Hwang, H. J. (2020). The development of the items on mathematical instructional evaluation based on the teacher's practical knowledge. Communications of Mathematical Education, 34(4), 507-523.
Jansen, A. (2011). Listening to Mathematics students' voices to assess and build on their motivation: learning in groups. In D. J. Brahier & W. R. Speer (Eds.), Motivation and disposition: pathways to learning mathematics (pp. 201-213). Reston, VA: NCTM.
Kang, H. (2019). A case study on the development of a task with emphasis on mathematical connectivity in pre-teacher education. Communications of Mathematical Education, 33(2), 85-104.

원문보기 상세보기
Kang, K. (2020). A study on the explorations of the motivations of secondary school pre-service teachers in the teaching completion course of teaching profession: focusing on the expectation-value theory. The Journal of Korean Teacher Education, 37(4), 283-312.
Kim, A. Y. (2010). Academic motivation: theory, research, and application. Seoul: Hakjisa.
Kim, D., Choi, S. & Lee, Ju. (2020). An analysis of pre-service teachers' cognition in curriculum for developing their discursive competency. Communications of Mathematical Education, 34(2), 41-68.
Kim, H. J. & Koh, S. S. (2018). Development of instructional model for school mathematics based on the democratic learning community to enhance the character education. Journal of the Korean School Mathematics Society, 21(4), 377-400.
Kim, H. Y. & Lee, M. (2018). A study on the ability of mathematics pre-service teacher's core subject competency assessment. School Mathematics, 20(2), 319-335.

상세보기
Kim, N. R. (2019). 'Early algebra' learning task design enhancing intrinsic motivation based on executable expression. Master's thesis. The Graduate School Seoul National University, Seoul.
Kim, R. Y. & Lee, M. H. (2013). Middle school mathematics teachers' perceptions of constructed-response assessments. Journal of Educational Research in Mathematics, 23(4), 533-551.
Kim, S. & Yoon, M. (2004). Designing a learning environment to enhance learner's interests and intrinsic motivation to learn. The Korean Journal of Education Methodology Studies, 16(1), 39-66.
Kim, S. H. (2006). Suggestion of implementing 「Assessment of Mathematics Learning」 class for educating prospective teachers. School Mathematics, 8(3), 301-326.
Kim, S. H. (2012). Improving mathematics pre-service teachers' assessment competence through practice and reflection. Journal of Educational Research in Mathematics, 22(2), 277-292.
Kim, Y., Kim, S. & Han, S. (2019). Changing in perception of pre-mathematics teachers about project-based learning. Communications of Mathematical Education, 33(3), 231-354.
Kwon, S. K., Bong, M. & Kim, S. (2016). Teacher efficacy for positive teacher-student relations as a predictor of student achievement, motivation, and classroom engagement. The Korea Educational Review, 22(3), 265-299.
Lee, J. & Kim, H. (2020). Analysis of pre-service mathematics teachers' experience on design thinking based teaching practicum. Communications of Mathematical Education, 34(3), 235-256.

원문보기 상세보기
Lee, J. E. (2007). Motivation for achievement in mathematics. The Mathematical Education, 46(1), 1-18.
Merriam, S. B. (2010). Qualitative research and case study applications in education (Y. Kang, S. S. Koh, O. N. Kwon, H. C. Lew, M. Park, J. S. Pang, ..., W. H. Whang Trans.). Seoul: Kyowoosa.
Middleton, J. A. & Jansen, A. (2011). Motivation matters and interest counts: fostering engagement in mathematics. Reston, VA: NCTM.
National Institute of Korean Language Ed. (2020). Standard Korean Dictionary(web version). National Institute of Korean Language.
NCTM (1995). Assessment standards for school mathematics. Reston, VA: NCTM.
NCTM (2000). Principles and standard for school mathematics. Reston, VA: NCTM.
Pang, J. & Sunwoo, J. (2016). The change of prospective teachers' comments on elementary mathematics instruction by teaching practicum and discussion about lessons. Journal of Elementary Mathematics Education in Korea, 20(2), 259-281.
Reeve, J. (2009). Understanding motivation and emotion (5th ed.). NJ: John Wiley & Sons, Inc.
Rim, H. (2009). Study on the effectiveness of team project to improve TPACK of preservice mathematics teachers, Journal of Educational Research in Mathematics, 19(4), 545-564.
Ross, D. & Bergin, D. (2011). Recommendations from self-determination theory for enhancing motivation for mathematics. In D. J. Brahier & W. R. Speer (Eds.), Motivation and disposition: Pathways to learning mathematics (pp. 55-68). Reston, VA: NCTM.
Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

상세보기
Ryu, H. (2017). Performing and effects team-based learning program for improving of teaching competencies of pre-service elementary school teachers. East Asian Mathematical Journal, 33(2), 217-233.

원문보기 상세보기
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2013). Motivation in Education: theory, research, and applications (Center for Learning Science and Creative Talent Development Trans.). Seoul: Hakjisa. (Origin published in 2008)
Schunk, D. & Richardson, K. (2011). Motivation and self-efficacy in mathematics education. In J. B. Daniel & R. S. William (Eds.), Motivation and disposition: pathways to learning mathematics (pp. 13-30). Reston, VA: NCTM.
Shim, S. K. (2015). A study on pre-service mathematics teachers' teaching behaviors and changes about motivation in microteaching. Communications of Mathematical Education, 29(4), 643-660.

원문보기 상세보기
Shin, H., Kim, E., Min, H. & Jeong, C. (2009). Educational psychology for motivation of learner. Seoul: Shinjeong.
So, Y. (2007). Does choice improve motivation to learn? current issues in research on the effects of choice and its implications. The Korean Journal of Educational Methodology Studies, 19(1), 77-96.

상세보기
Um, T. & Yoon, M. (2020). Review of cost in the expectancy-value model. The Korean Journal of Educational Psychology, 34(2), 233-257.
Watson, M. & Benson, K.(2008). Creating a culture for character In M. J. Schwartz (Ed.), Effective character education: A guidebook for future educators (pp. 48-91). NY: McGraw Hill Higher Education.
Wigfield, A. & Eccles, J. S. (1992). The development of achievement task values: a theoretical analysis. Developmental Review, 12, 265-310.

상세보기
Yu, J. (2015). The relationships among parents-, teacher-, student-related variables and student engagement in middle and high school. Korean J ournal of Educational Research, 53(3), 1-30.
Zollman, A., Smith, M. C. & Reisdorf, P. (2011). Identity development: critical component for learning in mathematics. In D. J. Brahier & W. R. Speer (Eds.), Motivation and disposition: pathways to learning mathematics (pp. 43-53). Reston, VA: NCTM.

저자의 다른 논문 :

표제어: PCR

동의어: Packet Collision Rate

용어 설명 출처 목록 (6)

용어 설명: PCR은 세균 특이성이 있는 primer를 이용하여 적은 수의 세균이 있을지라도 쉽게 검출할 수 있는 유용한 방법이며, 이를 이용하여 구강 내 치면세균막이나 타액에서 직접 세균을 검출할 수 있게 되었다[8].

내보내기 구분	파일저장 인쇄 메일전송
구성항목	기본정보 상세정보 관리번호, 논문명, 저널/프로시딩명, 저자 , 발행년, 권, 호, 시작페이지, 끝페이지, 발행기관 관리번호, 논문명, 대등논문명, 저자 , 저널/프로시딩명, 발행기관, 발행년, 발행언어, 권, 호, 시작페이지, 끝페이지, ISBN, ISSN, 주제분야, 키워드, 초록(한글), 초록(영문), 저자(소속기관)
저장형식	Text(ASCII format) Excel format RefWorks Direct Export RIS format (for Reference Manager, ProCite, EndNote), Scholar's Aids, Mendeley
메일정보	받는사람 (필수) @ 보내는사람 (선택) @ 제목 내용 KISTI 검색결과 이메일 서비스
안내	총 건의 자료가 검색되었습니다. 다운받으실 자료의 인덱스를 입력하세요. (1-10,000) 검색결과의 순서대로 최대 10,000건 까지 다운로드가 가능합니다. 데이타가 많을 경우 속도가 느려질 수 있습니다.(최대 2~3분 소요) 다운로드 파일은 UTF-8 형태로 저장됩니다. 파일의 내용이 제대로 보이지 않을실 때는 웹브라우저 상단의 보기 -> 인코딩 -> 자동선택 여부를 확인하십시오. ~ Text(ASCII format) Excel format

연합인증