중학교 과학영재교육 교사 전문성에 대한 질적 연구
A Qualitative Research on Teacher Professional in Science Gifted Education at Middle School Level
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참고문헌
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초록
본 연구에서는 영재교육 교사의 전문성 계발의 기초 연구의 일환으로 과학교사들이 인식하는 과학영재교육 교사의 전문성 구성 요인을 분석하는 데 목적을 두었다. 이러한 연구목적을 위해, 2005년 기준 중학교 과학교사로서 과학영재교육을 담당하는 교사 18명이 연구에 참여하였으며, 이들과의 심층 면담을 통하여 교사들이 인식하고 있는 과학영재교육 교사 전문성의 요인들을 분석하였다. 연구 결과 과학영재교육 교사의 전문성 요인은 다음과 같다. 첫째 요인은 과학지식으로 하위 요인은 과학지식, 실생활 관련 과학지식, 과학사 및 과학관 지식, 일반 상식이었다. 그 다음 요인은 과학교육학 지식으로 하위 요인은 과학탐구능력교수방법 지식, 과학실험수행능력이었다. 셋째 요인은 과학영재교육과정 및 교수방법 지식으로 하위 요인은 창의성 교수방법 지식, 영재교수․학습방법 지식이었다. 넷째 요인은 교육학지식으로 하위 요인으로 학생에 대한 이해이며, 다섯째 요인은 교사전문성 계발 지식으로 하위 요인은 연수 이수 필요성 인식, 전문가와 네트워크 구축, 교과연구회 등 연구단체 활동, 인터넷 활용, 팀티칭․공개 수업, 영재교육 학위 추구이었다. 여섯째, 교사 성격적 특성으로 리더십, 적극적 태도 등을 포함하고 있다.
Abstract
The study aims to investigate science teachers' perceptions to their professionalism of science gifted education at middle school levels. Eighteen teachers of science gifted education participated in in-depth interviews for a qualitative research. It was found that elements of professionalism in science gifted education include knowledge of science, knowledge of pedagogical contents, knowledge of curriculum and instruction in gifted education, knowledge of general pedagogy, and knowledge of educational contexts. It was suggested that science teachers of gifted education need to develop a balanced understanding of their professionalism in order to maintain a high quality of science gifted education. Furthermore, inservice programs for science gifted education teachers should reflect a balanced curriculum development in terms of elements of professionalism.
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