중학교 과학교사들이 타전공 과학 영역을 가르칠 때의 교수 태도 및 교수 불안에 관한 인식 조사

Abstract

This study purposes to provide useful advice for secondary science teachers’ professional development by investigating 134 secondary science teachers’ attitudes toward teaching and their teaching anxiety with respect to non-major science fields. There are significant differences in ‘total score’ and ‘Need for Science’ subscale scores in attitudes toward teaching in non-major science fields among secondary science teachers. This is particularly true for those with Biology majors compared with those who have ‘General Science’ double majors. Teachers who have ‘General Science’ double majors have the most positive attitude toward teaching; whereas, teachers who majored in Biology have the most negative attitude toward teaching outside their major. Anxiety about teaching in non-major science fields showed no significant differences with respect to major. The results of an item analysis, however, indicates that teachers who have a ‘General Science’ double major have little anxiety about teaching in non-major science fields; they also have little fear of holding an event in a non-major science field. There was a strong negative correlation between attitude toward teaching and anxiety about teaching in a non-major science field. In addition, there were negative correlations between every subscale of attitude toward teaching and teaching anxiety. According to the results of this study, teachers who have a ‘General Science’ double major have more positive attitudes toward teaching; therefore, improvements in the teacher-training curriculum is strongly suggested. Pre-service teachers, for example, are encouraged to be specialized in at least two areas of science.