수학 교사의 수업실천역량 향상을 위한 수업관찰도구의 역할
The Role of Classroom Observation Instruments in Supporting Mathematics Teachers’ Instructional Change
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Classroom observation instruments are often used to evaluate teachers’ instructional practices and provide feedback to inform interventions or research studies, or professional development efforts. While designed as research tools, many classroom observation instruments can provide important information to support teachers’ learning and instructional change by providing a focus for formative assessment or self-evaluation of practice. In this paper, we review two classroom observation tools and the protocols for their use with an implementation example for one of the tools. These tools are more foreign to the field compared to others but have features that might serve as affordances in relation to the purposes of a specific investigation.
Abstract
The Korean government initiated an educational policy regulating academic acceleration in schools (e.g., regulating teaching or assessing above-grade-level content) in order to normalize public education and prevent the growth of private tutoring. To analyze whether the policy is achieving its intended goals, this study examined how high school mathematics teachers responded to the policy. The findings indicate four distinct teacher responses: the teachers would teach above-grade-level lessons in classes, but not assess them on a test; the teachers sought academic acceleration to prevent excessive private tutoring, although the policymakers thought that teachers’ academic acceleration results in an excessive demand for private tutoring; the teachers were willing to teach above-grade-level content for students, but they were reluctant to teach below-grade-level content due to the time constraints; and the teachers recognized that the policy limited their curricular autonomy, even though it was intended to ensure their autonomy. Implications for mathematics teacher educators and policymakers are discussed.
참고문헌 (25)
- 수학 수업 관찰 및 분석 연구, 2019 수학교육정책과제 최종보고서, "김구연", 한국과학창의재단, ~, pp.BD-2002-0004 (2020)
- 수학 수업 분석 실습 프로그램 개발, 2018 수학교육정책과제 최종보고서, "노지화", 한국과학창의재단, ~, pp.BD-1904-0003 (2019)
- 심상길, "교사의 지식에 대한 중등 초임수학교사들의 인식 분석", 학교수학, 15(2), pp.443~457 (2013), 대한수학교육학회
- 유한구, "수업 전문성의 두 측면: 기술과 이해", 한국교원교육연구, 18(1), pp.69~84 (2014)
- 이윤미, "미래 사회변화에 따른 교사역할에 대한 초·중등학교 교사의 인식", 교육학연구, 60(6), pp.399~428 (2022), 한국교육학회
- 이옥화, "수업관찰 유형에 따른 수업전문성 요인 차이 분석: ICALT 수업분석 관찰도구 활용을 기반으로", 교육공학연구, 34(3), pp.441~465 (2018), 한국교육공학회[DOI]
- 전병운, "수업 관찰 및 분석의 실제", 자격연수, 2, pp.481~504 (2004)
- 진영은, "수업 전문성 재개념화 연구 동향 및 과제", 열린교육연구, 17(2), pp.47~71 (2009), 한국열린교육학회
- 천세영, "좋은 수업을 위한 새로운 수업장학: 수업 분석과 수업 코칭" (2020), 학지사
- Alsawaie, O., "The effect of video-based approach on prospective teachers’ ability to analyze mathematics teaching", Journal of Mathematics Teacher Education, 13(3), pp.223~241 (2010)
- Bailey, K. M., "The Cambridge Guide to Teaching English to Speakers of Other Langauage" (2001), Cambridge University Press
- Baumert, J., "Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress", American Educational Research Journal, 47, pp.133~180 (2010)
- Chieu, V. M., "Effect of an animated Classroom story embedded in online discussion on helping mathematics teachers learn to notice", Journal of the Learning Sciences, 20(4), pp.589~624 (2011)
- Feiman-Nemser, S., "From preparation to practice : Designing a continuum to strengthen and sustain teaching", Teachers College Record, 103(6), pp.1013~1055 (2011)
- Herbst, P., "Using comics-based representations of teaching, and technology, to bring practice to teacher education courses", ZDM Mathematics Education, 43(1), pp.91~103 (2011)
- Herbst, P., "Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age", pp.78~106 (2016), IGI Global
- National Council of Teachers of Mathematics, "Principles and standards for school mathematics" (2000), National Council of Teachers of Mathematics
- Noh, J., "Teacher Learning of Subject Matter Knowledge Through an Educative Curriculum", The Journal of Educational Research, 108(4), pp.292~305 (2015)
- Pecheone, R. L., "Evidence in teacher education : The performance assessment for california teachers(PACT)", Journal of Teacher Education, 57(1), pp.22~36 (2010)
- Praetorius, A. -K., "Classroom observation frameworks for studying instructional quality: looking back and looking forward", ZDM: The International Journal on Mathematics Education, 50(5), pp.535~553 (2018)
- Sawada, D., "Measuring reform practices in science and mathematics classrooms : The reformed teaching observation protocol", School Science Mathematics, 102(6), pp.245~253 (2002)
- Sherin, M. G., "Effects of video club participation on teachers’ professional vision", Journal of Teacher Education, 60(1), pp.20~37 (2015)
- Stigler, J. W., "The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom" (2009), Free Press
- Tilstone, C., "Observing Teaching and Learning- Principles and Practice" (1998), David Fulton
- von Glasersfeld, E., "The International Encyclopedia of Education (supplementary vol)", pp.162~163 (1989), Pergamon