수업 반성 저널을 통해 살펴 본 초등 교사의 과학 수업 반성의 특징
Characteristics of Elementary Teachers' Reflection on Their Science Teaching Examined through Their Reflective Journals
0
조회
0
다운로드
9
인용
0
참고문헌
키워드
초록
For decades, reflection has been recognised as a meaningful tool to bring forth teachers’ ownership as well as knowledge and action empowerment in teacher education. Yet there have been few studies on elementary teachers' reflection on their science teaching in Korea. In this study, 71 reflective journals of 24 elementary teachers on their science teaching were analyzed. The characteristics of reflective journals were analyzed in terms of ‘productive reflection’, a concept suggested by Davis (2006). Unproductive reflection is mainly descriptive without analysis, whereas productive reflection can promote teachers' learning by integrating four aspects of teaching (learner/learning, subject matter knowledge, instruction and assessment). The result showed what elementary teachers consider and emphasize and how they integrate their ideas. Most of reflective journals included aspects of 'instruction', 'learner/learning', and 'subject matter knowledge'. However 'instruction' was emphasized most frequently (69.0%) than 'subject matter knowledge' (33.8%) and 'learner/learning' (26.8%). 'Assessment' was hardly included nor emphasized. More than half of the journals (56.3%) showed no integrations, which were unproductive reflection. A third of the journals (32.4%) integrated only two aspects among four. Average score of integrations was 1.6 on a scale of 4 points. The integrations were not affected by the length of reflective journals and the teaching experience. These findings suggest that productive reflection would not increase naturally with teaching experience and there needs more tactful guidance to develop elementary teachers' productive reflection on their science teaching.
Abstract
For decades, reflection has been recognised as a meaningful tool to bring forth teachers’ ownership as well as knowledge and action empowerment in teacher education. Yet there have been few studies on elementary teachers' reflection on their science teaching in Korea. In this study, 71 reflective journals of 24 elementary teachers on their science teaching were analyzed. The characteristics of reflective journals were analyzed in terms of ‘productive reflection’, a concept suggested by Davis (2006). Unproductive reflection is mainly descriptive without analysis, whereas productive reflection can promote teachers' learning by integrating four aspects of teaching (learner/learning, subject matter knowledge, instruction and assessment). The result showed what elementary teachers consider and emphasize and how they integrate their ideas. Most of reflective journals included aspects of 'instruction', 'learner/learning', and 'subject matter knowledge'. However 'instruction' was emphasized most frequently (69.0%) than 'subject matter knowledge' (33.8%) and 'learner/learning' (26.8%). 'Assessment' was hardly included nor emphasized. More than half of the journals (56.3%) showed no integrations, which were unproductive reflection. A third of the journals (32.4%) integrated only two aspects among four. Average score of integrations was 1.6 on a scale of 4 points. The integrations were not affected by the length of reflective journals and the teaching experience. These findings suggest that productive reflection would not increase naturally with teaching experience and there needs more tactful guidance to develop elementary teachers' productive reflection on their science teaching.
참고문헌 (28)
- 곽덕주, "우리나라 예비교사들의 ‘실천적 경험에 대한 반성’의 특징", 교육학연구, 45(4), pp.195~223 (2007), 한국교육학회
- 교육과정 개정에 따른 과학과 내용교수지식(PCK) 연구, "곽영순", 한국교육과정평가원, ~, pp.연구보고 RRI 2007-3-3 (2007)
- 남정희, "형성평가에 대한 과학교사들의 인식 및 실태", 대한화학회지, 43(6), pp.720~727 (1999)
- 노태희, "초등교사의 구성주의적 과학 평가관 및 관련 변인 탐색", 초등과학교육, 28(3), pp.352~360 (2009), 한국초등과학교육학회
- 박미화, "과학 수업에 대한 반성적 사고의 개념적 정의와 유형: 예비 과학교사를 중심으로", 한국과학교육학회지, 27(1), pp.70~83 (2007), 한국과학교육학회
- 서경혜, "반성과 실천: 교사의 전문성 개발에 대한 소고", 교육과정연구, 23(2), pp.285~310 (2005), 한국교육과정학회
- 안은경, "초등교사의 과학수업 전문성향상을 위한 자기반성활동의 효과", 석사, pp.2010
- 오욱환, "교사 전문성" (2005), 교육과학사
- 윤혜경, "초등 예비교사들이 과학 수업에서 겪는 어려움", 초등과학교육, 23(1), pp.74~84 (2004), 한국초등과학교육학회
- 윤혜경, "과학 실험 실습 교육에서 초등 교사가 느끼는 딜레마", 초등과학교육, 27(2), pp.102~116 (2008), 한국초등과학교육학회
- 윤혜경, "생산적 반성의 관점에서 분석한 초등 예비교사의 과학 수업 반성의 특징", 한국과학교육학회지, 32(4), pp.703~716 (2012), 한국과학교육학회[DOI]
- 이정아, "초등 예비 교사의 반성적 글쓰기에서 나타나는 반성의 유형과 특징", 초등과학교육, 29(3), pp.378~388 (2010), 한국초등과학교육학회
- 이종일, "교사교육 이론의 변천, In 교사교육: 반성과 설계" (2004), 교육과학사
- 정애란, "교육실습에 참여한 예비 과학교사의 과학수업에 대한 관심 실행 영역과 반성적 사고", 한국과학교육학회지, 27(9), pp.893~906 (2007), 한국과학교육학회
- Bailey, K. M., "Pursuing professional development: The self as source" (2001), Heinle & Heinle
- Outside: Teacher research and knowledge, "Inside", pp.1993, Cochran-Smith, M.
- Instruction, capacity, and improvement, "Cohen, D. K.", University of Pennsylvania, Consortium for Policy Research in Education, ~, pp.CPRE Research Report NO. RR-43 (1999)
- Davis, E. A., "Knowledge integration in science teaching: Analyzing teachers’ knowledge development", Research in Science Education, 34(1), pp.21~53 (2004)
- Davis, E. A., "Characterizing productive reflection among pre-service elementary teachers: Seeing what matters", Teaching and Teacher Education, 22(3), pp.281~301 (2006)
- Dewey, J., "How we think: A restatement of the relation of reflective thinking to the educative process" (1933), Heath
- Galvez-Martin, M., "An exploratory study the level of reflection attatined by pre service teachers", Mid-Western Educational Researcher, 11(2), pp.9~18 (1998)
- Hatton, N., "Reflection in teacher education: Towards definition and implementation", Teaching and Teacher Education, 11(1), pp.33~49 (1995)
- Schön, D. A., "The reflective practitioner: How professionals think in action" (1983), Basic Books
- Swain, S. S., "Studying teachers' transformations: Reflection as methodology", The Clearing House, 72(1), pp.28~34 (1998)
- van Manen, M., "Linking ways of knowing with ways of being practical", Curriculum Inquiry, 6(3), pp.205~228 (1977)
- Wallach, T., "Hearing students: The complexity of understanding what they are saying, showing, and doing", Journal of Mathematics Teacher Education, 8(5), pp.393~417 (2005)
- Ward, J. R., "Reflection as a visible outcome for pre service teachers", Teaching and Teacher Education, 20(3), pp.243~257 (2004)
- Zeichner, K., "Conceptions of reflective practice in teaching and teacher education, In Action and reflection in teacher education", pp.15~34 (1994), Ablex Publishing Corporation