미술 교과와 연계한 초등 교사 도예 직무연수 프로그램 개발 연구

Abstract

The needs for professionalism of elementary school teachers in arts education is essential motivation of this research to develop a method to improve the professionalism. Teachers' in-service trainings are the key to help teachers achieve their professionalism. Because there lacks chances to get enough in-service trainings, it is urgent to provide systematic supplementary in-service training opportunities that is sustainable and of high quality. Ceramic arts in-service trainings take a significant place in elementary school teachers’ arts and physical in-service trainings because ceramic arts success traditional craft arts. Furthermore, as ceramic arts provide comprehensive and active educational activities to students, ceramic arts education will better engage with on-site teaching if more systematic in-service trainings are provided. To be more systematic, in-service training programs need supplements that help teachers learn and teach the contents under the existing curricula and textbooks. Thus, in this study, the curriculum for training programs is structuralized based on the literature review, and a separate training program is derived for each field through analyses of the existing arts textbooks. Furthermore, ten in-service teachers participated in analyzing textbooks to make the training program more profound and elaborate. The derived training program is validated by curriculum experts, ceramic artists and in-service teachers through the Delphi method. The resulting ceramic arts in-service training program consists of two fields(base, deepening). The base content are ‘daily ceramic arts 1’, ‘ formative ceramic arts1’, and ‘ traditional ceramic arts pattern 1’ and the deepening content are ‘daily ceramic arts 2’, ‘ ormative ceramic arts 2’, and ‘ traditional ceramic arts pattern 2’. Eeach field has beginner and advanced levels so that teachers can select a course based on their interest and ability. Teachers' in-service trainings are very important for connect in traditional fine art. And ceramic art offer a study of activity and comples. So we expect to connect with teachers' in-service trainings and school. Finally, the program is sustainable as it comprises six different programs with beginner and advanced levels so that teachers can choose based on their preference. I hope that the program from this study helps to improve teachers’ practical technique abilities, and furthermore contributes to systemization of ceramic arts in-service training programs.