[논문]과학 교사의 탐구 수업 전문성 신장을 위한 교사학습공동체(PLC) 프로토콜의 활용 가능성 탐색

이기영; 정은영; 곽영순

doi:10.14697/jkase.2022.42.4.439

과학 교사의 탐구 수업 전문성 신장을 위한 교사학습공동체(PLC) 프로토콜의 활용 가능성 탐색
Exploring the Applicability of PLC Protocol for Enhancing Science Teachers' Teaching Expertise on Inquiry Class 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.42 no.4, 2022년, pp.439 - 448

이기영 (강원대학교) , 정은영 (전남대학교) , 곽영순 (한국교원대학교)

초록
AI-Helper

이 연구에서는 과학 교사 PLC에서 탐구 수업 전문성을 함양하기 위한 목적으로 활용할 수 있는 프로토콜을 개발하고, 현장 교사들을 대상으로 시험 적용을 통해 개발된 프로토콜의 현장 활용 가능성을 탐색하고자 하였다. 5단계로 구성된 과학탐구 수업 PLC 프로토콜을 개발해서 6명의 참여 교사를 대상으로 순차적으로 적용하였다. 프로토콜의 활용 가능성을 알아보기 위해 단계마다 성찰일지를 작성하게 하였으며 5단계 프로토콜 적용 후 집단 면담을 통해 프로토콜에 대한 참여 교사의 인식을 조사하였다. 연구 결과는 다음과 같다. 첫째, 과학교사 탐구 수업 전문성 신장을 위한 프로토콜을 (1)과학탐구 수업에 대한 생각 드러내기, (2)과학탐구 수업 경험 공유하기, (3)학생의 과학탐구 결과물 들여다보기, (4)과학탐구 지도 소양 쌓기, (5)과학탐구 수업계획 짜기 등의 5단계로 구성·개발하였다. 둘째, 참여 교사의 성찰 일지와 사후 면담 분석 결과를 통해 이 연구에서 개발된 과학탐구 수업 PLC 프로토콜의 광범위한 활용 가능성을 확인하였다. 참여 교사들은 프로토콜이 PLC의 체계적 운영, 교사의 참여도 제고 등에 도움이 되었으며, 5단계 프로토콜을 경험함으로써 자신의 탐구 수업에 대한 성찰과 개선을 위한 고민의 기회를 얻었고 탐구 수업에 대한 자신감이 생겼다고 인식하였다. 연구 결과를 토대로 과학 교사 PLC 프로토콜 개발 및 활용에 대해 제언하였다.

Abstract ▼ AI-Helper

The goal of this study is to develop a protocol that can be used for the purpose of developing inquiry class expertise in science teacher PLC, and to explore the possibility of field application of the developed protocol through test application with in-service teachers. PLC protocol for science inquiry class, consisting of five stages, was developed and applied sequentially to six participating teachers. In order to check the applicability of the protocol, the participating teachers wrote a reflection journal for each stage, and after the completion of the five-stage protocol, the participants' perceptions of the protocol were investigated through a group interview. The results are as follows: first, a protocol for enhancing science teachers' professionalism of inquiry classes was composed and developed in five stages such as (1) Revealing ideas about science inquiry classes, (2) Sharing science inquiry class experiences, (3) Looking together at students' scientific inquiry results, (4) Building literacy for science inquiry teaching, and (5) making science inquiry lesson plans. Second, the possibility of extensive application of the PLC protocol developed in this study was confirmed through the reflection journal and post-interview analysis results of the participants. According to the participating teachers, the protocol helped the systematic operation of PLC and teachers' participation. In addition, by experiencing the five-stage protocol, the teachers had an opportunity to reflect on their inquiry classes and ponder for improvement, and gained confidence in inquiry classes. Based on the research results, ways to develop and utilize the PLC protocol for science teachers were suggested.

주제어

표/그림 (5)

그림 Figure 1. Research procedure
표 Table 1. Configuration of the PLC protocol for enhancing the teaching expertise of science inquiry class
표 Table 2. Participants of the research
표 Table 3. Overview of the PLC protocol for enhancing the teaching expertise of science inquiry class
표 Table 4. Overview of the protocol #4 (Building literacy for science inquiry teaching)

참고문헌 (32)

Allen, D. (Ed.). (1998). Assessing student learning: From grading to understanding. New York: Teachers College Press.
Brunner, R. (1976). Lehrer training Grundlagen, Verfahren, Ergebnisse [Teacher training: Basics process result]. Munchen: E. Reinhardt Verlag.
Chin, Y. & Ham, Y. (2009). The Trends and Tasks about Study of Reconceptualization of Teaching Professionalism. The Journal of Yeolin Education, 17(2), 47-71.
Darling-Hammond, L. (2017). Empowered educators: How high-performing systems shape teaching quality. San Francisco, CA: Jossey-Bass.
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
Dogan, S., Pringle, R., & Mesa, J. (2015). The impacts of professional learning communities on science teachers' knowledge, practice and student learning: A review. Professional Development in Education, 42(4), 569-588.

상세보기
Easton, L. B. (2009). Protocols for Professional Learning. Alexandria, VA.
Galloway, A. (2004). Protocol: How Control Exists After Decentralization. Cambridge, MA: MIT Press.
Hargreaves, A., & Shirley, D. (2009). Fourth way: The inspiring future for educational change, CORWIN A SAGE company.
Jensen, B., Sonnemann, J., Roberts-Hull, K., & Hunter, A. (2016). Beyond PD: Teacher Professional Learning in High-Performing Systems. Washington, DC: National Center on Education and the Economy.
Jones, M., Blonder, R., Gardner, G., Albe, V., Falvo, M., & Chevrier, J. (2013). Nanotechnology and Nanoscale Science: Educational challenges. International Journal of Science Education, 35(9), 1490-1512.

상세보기
Kim, N. (2013). A study on the usefulness and possibility of protocols in the professional learning community. The Journal of Elementary Education, 26(3), 1-20.
Korea Foundation for the Advancement of Science and Creativity [KOFAC]. (2018). Report on 2017 teacher training achievement of Integrated Science. Seoul: KOFAC.
Korea Foundation for the Advancement of Science and Creativity [KOFAC]. (2019). Monitoring study on the implementation of the 2015 national science curriculum in elementary and secondary schools. Seoul: KOFAC.
Korea Foundation for the Advancement of Science and Creativity [KOFAC]. (2020). Analysis of field application of 2015 revised science curriculum. Seoul: KOFAC.
Kwak, Y. (2020). Trend analysis of curriculum application status of 2015 revised integrated science and scientific laboratory experiment curriculum. Journal of the Korean Society of Earth Science Education, 13(1), 53-63.

원문보기 상세보기
Kwak, Y., & Kim, J. (2016). Features and future tasks of korean teachers' learning communities. The Journal of Curriculum and Evaluation, 19(1), 179-198.

상세보기
Kwak, Y., Lee, K., & Jeong, E. (2021). Qualitative inquiry into the characteristics of science teacher learning communities: Cases within and across schools. Journal of Korean Association for Science Education, 41(4), 297-310.

원문보기 상세보기
Louis, K., Kruse, S., & Bryk, A. (1995). Professionalism and community: What is it and why is it important in urban schools? In K. Seashore Louis & S. Kruse (Eds.), Professionalism and community: Perspectives on reforming urban schools (pp. 3 - 22). Thousand Oaks, CA: Corwin Press.
McDonald, J. P., Mohr, N., Dichter, A., & McDonald, E. C. (2013). The Power of Protocols; An Educator's Guide to Better Practice(3rd ed.). Teachers College, Columbia University.
Nelson, T. (2009). Teachers' collaborative inquiry and professional growth: Should we be optimistic?. Science Education, 93(3), 548-580.

상세보기
OECD (2014). TALIS 2013 Results: An International Perspective on Teaching and Learning. Paris: OECD.
OECD (2018). OECD Future of Education and Skills 2030. https://www.oecd.org/education/2030-project.
Park, Y., Kim, M., & Chang, J. (2018). A study on the development and applicability of the curriculum literacy protocol for the professional learning community. Journal of Education & Culture, 24(5), 31-56.

상세보기
Peel, D. & Shortland, S.(2004). Student teacher collaboration: Preservice on learning together. Innovation in Education & Teaching International, 41(1), 49-58.

상세보기
Raelin, J.(2001). Public reflection as the basis of learning. Management learning, 31(10), 11-30.
Rieck, J. (2013). Protocol Use in a Professional Learning Community: Teachers' Perceptions of Instructional Design and Understanding of Students' Critical Thinking. Walden University ProQuest Dissertations Publishing.
Seo, K. (2009). Teacher learning communities and professional development. The Journal of Korean Teacher Education, 26(2), 243-276.
Shim, S. (2020). Exploring How a High School Science Teacher's Understanding and Facilitation of Scientific Modeling Shifted through Participation in a Professional Learning Community. Journal of the Korean Association for Science Education, 40(1), 29-40.
Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Shulman, L. (1983). Autonomy and obligation: The remote control of teaching. In L.S. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 484-504). New York: Longman.
Yang, J., & Choi, A. (2020). Pedagogical Content Knowledge for Science Practice-Based Instruction Developed by Science Teachers in a Teacher Learning Community. Journal of the Korean Association for Science Education, 40(5), 565-582.

원문보기 상세보기

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