무용교사 전문성의 구성 요인에 관한 이론적, 경험적 탐색
Theoretical & empirical exploration into the components of dance teachers' expertise
0
조회
0
다운로드
18
인용
0
참고문헌
키워드
초록
This study is explore the expertise of dance teacher that is hard for clear definition in parallel with the observation, the literature review and the empirical investigation on the concept and components of expertise in multiple aspects of perceptual capabilities. Therefore, components are classified by drawing inductively through interviews and surveys with dance education experts and differences on gender, genre and teaching subjects are investigated. According to the result, the expertise of a dance teacher is found to include all seven components of dance knowledge and skill, educational knowledge, personality, understanding on student(s), artistic capability, leadership and knowledge on other areas. Components of dance teachers' expertise according to the gender are shown in both, males and females, in the order of dance knowledge and skill, educational knowledge, personality, understanding on student(s), artistic capability, leadership and knowledge on other areas so that the expertise of a dance teacher is confirmed to not differ according to the gender. Also, expertise of all dance teachers are based on the educational knowledge in overall so that elementary school dance teachers should display their personalities and understanding on students while, for middle and high school dance teachers, the dance knowledge and skill and the understanding on student(s), for the university dance teachers, the leadership and the knowledge on other areas are show to be critical components. The result of research that theoretically and empirically defining the expertise of dance teachers will first provide supports on the concept and components of the theory on expertise of dance teachers, a research field relatively insufficient in the area of dance education study and will firmly establish the theory of dance teacher. Especially, scientific research methodologies and statistic analyses conducted in parallel will contribute based on literal considerations in specifying the scientific research methodology of dance education study with insufficient presentations on academic conceptual definitions and empirical basic. Also, the study is considered to be possible for use as a theoretical base to be applied to develop programs and to establish measures to train professional dancers in the reality of dance education aiming goals centric to dancer training and rapidly changing to respond to timely calls and social demands.
Abstract
This study is explore the expertise of dance teacher that is hard for clear definition in parallel with the observation, the literature review and the empirical investigation on the concept and components of expertise in multiple aspects of perceptual capabilities. Therefore, components are classified by drawing inductively through interviews and surveys with dance education experts and differences on gender, genre and teaching subjects are investigated. According to the result, the expertise of a dance teacher is found to include all seven components of dance knowledge and skill, educational knowledge, personality, understanding on student(s), artistic capability, leadership and knowledge on other areas. Components of dance teachers' expertise according to the gender are shown in both, males and females, in the order of dance knowledge and skill, educational knowledge, personality, understanding on student(s), artistic capability, leadership and knowledge on other areas so that the expertise of a dance teacher is confirmed to not differ according to the gender. Also, expertise of all dance teachers are based on the educational knowledge in overall so that elementary school dance teachers should display their personalities and understanding on students while, for middle and high school dance teachers, the dance knowledge and skill and the understanding on student(s), for the university dance teachers, the leadership and the knowledge on other areas are show to be critical components. The result of research that theoretically and empirically defining the expertise of dance teachers will first provide supports on the concept and components of the theory on expertise of dance teachers, a research field relatively insufficient in the area of dance education study and will firmly establish the theory of dance teacher. Especially, scientific research methodologies and statistic analyses conducted in parallel will contribute based on literal considerations in specifying the scientific research methodology of dance education study with insufficient presentations on academic conceptual definitions and empirical basic. Also, the study is considered to be possible for use as a theoretical base to be applied to develop programs and to establish measures to train professional dancers in the reality of dance education aiming goals centric to dancer training and rapidly changing to respond to timely calls and social demands.
참고문헌 (43)
- 김명주, "무용교사의 전문성에 관한 질적 연구", 한국체육학회지, 43(5), pp.747~756 (2004), 한국체육학회
- 김봉수, "교직자의 역할수행과 그 지도성에 관한 고찰", 학생생활연구, 10, pp.11~20 (1983), 한국교육대학교 학생생활연구소
- 김신복, "교육정책론" (1996), 하우기획출판
- 김지영, "무용교육자의 전문성 구성요인 탐색 및 검증", 대한무용학회 논문집, 71(5), pp.23~42 (2013), 대한무용학회
- 신지혜, "우수 한국무용 지도자들의 자질에 대한 질적연구", 한국여성체육학회지, 24(1), pp.45~58 (2010), 한국여성체육학회
- 온기찬, "전문성의 본질과 직관에서의 역할에 관한 연구", 교육학연구, 34(3), pp.53~85 (1996), 한국교육학회
- 윤정일, "교사 전문성에 관한 교사, 학생, 학부모의 인식 연구", 한국교원교육연구, 23(2), pp.79~100 (2006), 한국교원교육학회
- 윤종건, "교사론" (1988), 정민사
- 양소영, "무용교사 전문성의 구성요인 탐색", 석사, 무용학, pp.2011
- 이복순, "학부모가 기대하는 한국과 미국의 교사상에 관한 비교 연구", 석사, 교육행정, pp.1998
- 이진아, "무용교사의 전문성이 초등학교 아동의 신체적 자기효능감 및 수업 만족도에 미치는 영향", 석사, 무용학, pp.2008
- 이혜미, "고등학교 교사가 지각하는 교사효능감의 수준 및 영향요인에 관한 연구", 석사, 교육학, pp.2007
- 진동섭, "교원교육의 실상과 개혁의 방향", 교육학연구, 31(4), pp.141~157 (1993), 한국교육학회
- 진연심, "무용교사의 자질에 대한 학생의 기대와 지각에 관한 연구", 이화교육논총, 12, pp.307~318 (2002)
- 太道錫, "중등교사의 전문성 신장을 위한 현직교육의 개선 방안 탐색", 석사, pp.1997
- 한명희, "교사양성 교육과정의 전문성 확보", 한국교육학회 연차학술대회논문집, pp.1~22 (1997)
- 함지선, "예술 중·고등학교 무용지도자의 교육적 가치체계 및 교수설계 방안 탐색", 박사, 무용교육, pp.2010
- 한국무용교육학회, "무용교육이란 무엇인가" (1996), 한학문화사
- 한글학회, "우리말 큰 사전" (1992), 어문각
- 홍재완, "초등학교 학생과 학부모가 기대하는 담임교사의 역할 수행에 관한 연구 : 울산시내 초등학교를 중심으로", 석사, 교육행정, pp.1998
- Agne, K. J., "Caring: The expert teachers edge", Educational Horizons, 70(3), pp.120~124 (1992)
- Berliner, D. C., "In pursuit of the expert pedagogue", Educational Researcher, 15(7), pp.5~13 (1986)
- Berliner, D. C., "Implication of studies of expertise in pedagogy for teacher education and evaluation. New directions for teacher assessment", 1988 ETS Invitational Conference (1988), ETS
- Borko, H., "Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers", American Educational Research Journal, 26(4), pp.473~498 (1989)
- Bullough, R. V., "Changing contexts and expertise in teaching: First year teacher after seven years", Teaching and Teacher Education, 11(5), pp.461~477 (1995)
- Carter, K., "Processing and using information about students: A study of expert, novice, and postulant teachers", Teaching and Teacher Education, 3(2), pp.147~157 (1987)
- Carter, K., "Expert-novice difference in perceiving and processing visual information", Journal of Teacher Education, 39(3), pp.25~31 (1988)
- Chase, W. C., "Perception in chess", Cognitive Psychology, 5, pp.55~81 (1970)
- Chase, W. C., "Visual information processing", pp.215~281 (1973), Academic Press
- Clark, C. M., "Handbook of research on teaching", pp.255~296 (1986), Macmillan
- Common, D. L., "In search of expertise in teaching", Canadian Journal of Education, 16(2), pp.184~197 (1991)
- de Groot, A. D., "Thought and choice in chess" (1978), Mouton
- DeMarco, G. M. Jr., "Profiles in expertise: An analysis of physical education teachers of the year", 박사, pp.1998
- Dodds, P., "Cognitive and behavioral components of expertise in teaching in physical education", Quest, 46(2), pp.153~163 (1994)
- Gardner, H., "Intelligence reframed: Multiple intelligence for the 21st century" (1999), Basic Books
- Glickman, C., "Renewing America's schools" (1993), Jossey - Bass
- Havelock, R., "The Change agent's guide to innovation in education" (1973), Educational Technology Pubs
- Larkin, J. H., "Models of competence in solving physics problems", Cognitive Science, 4, pp.317~345 (1980)
- Leinhardt, G., "The cognitive skill of teaching", Journal of Educational Psychology, 78(2), pp.75~95 (1986)
- Livingston, C., "Expert-novice differences in teaching: A cognitive analysis and implications for teacher education", Journal of teacher Education, 40(4), pp.36~42 (1989)
- O'Sulivan, M., "Research on expertise: Guideposts for expertise and teacher education in physical education", Quest, 46(2), pp.176~185 (1994)
- Simpson, J. A., "The Oxford English dictionary, vol 1-11" (1989), Clarendon Pr
- Starkes, J. L., "Cognitive issues in motor expertise" (1993), North-Holland