[논문]수학과 중등학교 교사 임용후보자 선정경쟁시험에서 요구되는 지식의 영역과 수준 분석

이소연; 김래영

doi:10.7468/mathedu.2021.60.3.281

수학과 중등학교 교사 임용후보자 선정경쟁시험에서 요구되는 지식의 영역과 수준 분석
Examining the breadth and depth of knowledge required in the teacher employment test for secondary mathematics 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.60 no.3, 2021년, pp.281 - 295

이소연 (이화여자대학교 대학원) , 김래영 (이화여자대학교)

초록
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본 연구는 수학과 중등학교 교사 임용후보자 선정경쟁시험이 예비 교사의 지식을 어떻게 평가하고 있는지 최근 8년간 시행된 임용시험 1차 180개의 문항을 지식의 영역과 수준의 차원에서 분석한 결과, 분야에 따라 특정 영역과 수준에의 편중성과 평가 외적 내용 요소의 출현 등이 나타나 이로부터 임용시험의 질 개선에의 시사점을 논하였다.

This study examines the breadth and depth of knowledge of the teacher employment test for secondary mathematics. For the breadth of knowledge, we attempted to figure out the range of knowledge in terms of the content areas using the standards from the Korea Society Educational Studies in Mathematics[KSESM](2008). For the depth of knowledge, we chose Anderson & Krathwohl(2001) framework to analyze levels of each item in the test. The results from the analysis of 180 items in the teacher employment test between 2014 and 2021 show that while items in mathematics education have considerable variation in terms of range and levels of knowledge, those in some subjects of mathematics can be found only certain level of knowledge. i.e., merely certain topics or levels of knowledge have been heavily evaluated. Thus, considering the breadth and depth of knowledge teachers should have, the current exam needs to be improved in terms of teacher knowledge. It does not mean that every topic and every level of knowledge should be evaluated. However, it is a meaningful opportunity to think about what kinds of knowledge teachers should have in relation to K-12 mathematics curriculum and how we can evaluate the knowledge. More collaborative effort is inevitable for the improvement of teacher knowledge and teacher employment test.

주제어

표/그림 (25)

표 [Table 1] Content standards for secondary mathematics
표 [Table 2] Conceptual framework for depth of knowledge
표 [Table 3] The framework for depth of knowledge
표 [Table 4] An example of coding for depth of knowledge
표 [Table 5] Depth of knowledge by area
그림 [Fig. 1] The scatter plot of mathematics education
표 [Table 6] Breadth and depth of mathematics education
그림 [Fig. 2] The scatter plot of abstract algebra
표 [Table 7] Breadth and depth of knowledge for abstract algebra
표 [Table 8] Breadth and depth of knowledge for linear algebra
그림 [Fig. 3] The scatter plot of linear algebra
그림 [Fig. 4] The scatter plot of number theory
표 [Table 9] Breadth and depth of knowledge for number theory
그림 [Fig. 5] The scatter plot of real analysis
표 [Table 10] Breadth and depth of knowledge for real analysis
표 [Table 11] Breadth and depth of knowledge for complexanalysis Partial
그림 [Fig. 7] The scatter plot of toplogy
그림 [Fig. 6] The scatter plot of complex analysis
표 [Table 12] Breadth and Depth of Knowledge for Topology
그림 [Fig. 8] The scatter plot of differential geometry
표 [Table 13] Breadth and depth of knowledge for differential geometry
표 [Table 14] Breadth and depth of knowledge for statistics and probability
그림 [Fig. 10] The scatter plot of discrete number theory
그림 [Fig. 9] The scatter plot of probability and statistics
표 [Table 15] Breadth and depth of knowledge for statistics and probability

참고문헌 (25)

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상세보기
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