[논문]미국 edTPA 평가에서 요구하는 예비 수학 교사의 전문적 역량 분석

권오남; 권민성; 문진; 정원; 조항윤; 이경원

doi:10.7468/mathedu.2023.62.2.211

미국 edTPA 평가에서 요구하는 예비 수학 교사의 전문적 역량 분석
Insights from edTPA in the United States on assessing professional competencies of preservice mathematics teachers 원문보기

Journal of the Korean Society of Mathematical Education. Series A. The Mathematical Education, v.62 no.2, 2023년, pp.211 - 236

권오남 (서울대학교) , 권민성 , , 문진 (서울대학교 대학원) , 정원 (서울대학교 대학원) , 조항윤 (서울대학교 대학원) , 이경원 (단국대학교사범대학부속중학교)

초록
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이 연구는 미국 예비교사 교육 양성 과정에서 활용되는 edTPA의 사례를 분석하여 우리나라 예비 수학 교사 교육의 시사점을 도출하는 데 목적이 있다. 최근 예비 수학 교사의 인지적인 차원의 지식 개발뿐만 아니라 실제 수업을 바탕으로 상황적 차원의 영역까지 고려한 전문적인 역량을 진작시키는 것에 관한 관심이 높아지고 있다. 미국 edTPA 평가는 예비교사가 학교 현장에서 수행하는 수업에 기초한 수행 기반 평가이다. 이 연구에서는 미국의 예비 수학 교사가 참여하는 edTPA의 사례가 상세히 서술된 편람을 검토하여 예비 수학 교사에게 요구되는 전문적인 역량에 대해서 분석한다. edTPA 평가는 수업 설계, 실행, 평가 과제로 구성되어 있고, 수업과 연계하여 지속성 있는 평가를 수행한다. 따라서 수업 설계, 실행, 평가 과제 서술에서 평가 항목 및 평가 기준의 연계가 되는 지점과 그 연계로부터 요구하는 전문적인 역량이 무엇인지 분석한다. edTPA 편람을 분석한 결과 edTPA 평가에서 예비 수학 교사에게 요구되는 전문적인 역량은 특정 수학 수업 차시에 대한 초점화 및 이행 역량, 특정 수학 수업 차시 실행 및 평가의 성찰적 이해 역량, 학생들의 언어 및 표상 사용, 학생들의 학습에 대한 학생 성취의 점진적인 판단 역량이다. 이러한 분석의 결과는 우리나라 예비 수학 교사 교육과정 및 실습학기제 운영에서 평가하는 역량의 구인으로 활용할 수 있다.

Abstract ▼ AI-Helper

The purpose of this study is to derive implications of preservice mathematics teacher education in Korea by analyzing the case of edTPA used in the preservice teacher training process in the United States. Recently, there has been a growing interest in promoting professional competencies considering not only the cognitive dimension related to knowledge development of preservice mathematics teachers but also the situational dimension considering reality in the classroom. The edTPA in the United States is a performance-based assessment based on lessons conducted by preservice teachers at school. This study analyzes the professional competencies required of preservice mathematics teachers by analyzing handbooks that described the case of edTPA in which preservice mathematics teachers in the United States participate. The edTPA includes planning, instruction, and assessment tasks, and continuous tasks are performed in connection with classes. Thus, the analysis is conducted on the points of linkage between the description of evaluation items and criteria in the planning, instruction, and assessment tasks, as well as the professional competencies required from that linkage. As a result of analyzing the edTPA handbooks, the professional competencies required of preservice mathematics teachers in the edTPA assessment were the competency to focus on and implement specific mathematics lessons, the competency to reflectively understand the implementation and assessment of specific mathematics lessons, and the competency to make a progressive determination of students' achievement related to their learning and their uses of language and representations. The results of this analysis can be used as constructs for competencies that can be assessed in the preservice in the organization of the preservice mathematics teacher curriculum and practice training semester system in Korea.

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표/그림 (12)

표 Table 1. An overview of the implementation of edTPA in the United States (January 2023)
그림 Figure 1. The edTPA tasks and the cycle of effective teaching in the edTPA handbook (SCALE, 2018, 2019)
그림 Figure 2. Research and impact model of TEDS-Instruct and TEDS-Validate considering cognitive/situated aspects Legend: mathematical content knowledge (MCK), mathematics pedagogical content knowledge (MPCK) and general pedagogical knowledge (GPK), Percept (Perception of classroom situations), Interpret(Interpretation), Dec (Decision-making) (Kaiser et al., 2017b)
표 Table 2. The criteria and their contents for the analysis of edTPA handbooks to explore the professional competencies of preservice mathematics teachers
그림 Figure 3. The evidence of the connection between 'Planning' and 'Instruction' tasks
그림 Figure 4. The professional competency deduced from 'Planning' and 'Instruction' tasks
그림 Figure 5. The evidence of the connection between 'Instruction' and 'Assessment' tasks
그림 Figure 6. The professional competency deduced from 'Instruction' and 'Assessment' tasks
그림 Figure 7. The evidence of the connection between 'Planning', 'Instruction', and 'Assessment' tasks
그림 Figure 8. The professional competency deduced from 'Planning', 'Instruction', and 'Assessment' tasks
그림 Figure 9. The evidence of the connection between 'Planning', 'Instruction', and 'Assessment' tasks
그림 Figure 10. The professional competency deduced from 'Planning', 'Instruction', and 'Assessment' tasks

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