생물과 예비교사들의 수업 실습에 대한 자기 평가 및 동료 평가 사례 연구
The Case Study of Self and Peer Evaluation for Pre-serviceBiology Teachers for Teaching Practice
0
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
The purpose of this study is to implicate on teacher education program and to help reflect thinking for pre-service secondary biology teacher through analyzing their self-evaluation and peer evaluation for preparing and after teaching practice. 32 pre-service biology teachers were requested to evaluate peer biology lessons for 7 weeks before teaching practice and evaluate their experience after their 4 weeks teaching practice. Data were collected from pre-service biology teachers' peer evaluations and comments for pre-biology lessons, self-evaluation after their student-teaching, and researchers’observation notes, and individual interviews. The results are as follows: firstly, the pre-service teachers evaluate their-self, get an improving teaching technique and effective use of learning materials, correct evaluation through teaching practice. On the other hand, they felt they need training for guidance and also need helping student growth and development, and find personal difference and use psychological principle. Secondly, according to pre-service teachers' peer evaluation, they need ability to make questions for provoke thinking and guide student each case, encourage student to participate to biology lesson. However, they were good at routine procedure in biology lesson. Thirdly, after pre-service biology teacher finished teaching practice, mostly they got an positive view for science teaching job, but they feel difficulties in teaching other science subject such as physics, chemistry, earth science, and control students, so on. And they feel it’s very helpful pre-training for teaching practice and peer evaluation and comments.
Abstract
The purpose of this study is to implicate on teacher education program and to help reflect thinking for pre-service secondary biology teacher through analyzing their self-evaluation and peer evaluation for preparing and after teaching practice. 32 pre-service biology teachers were requested to evaluate peer biology lessons for 7 weeks before teaching practice and evaluate their experience after their 4 weeks teaching practice. Data were collected from pre-service biology teachers' peer evaluations and comments for pre-biology lessons, self-evaluation after their student-teaching, and researchers’observation notes, and individual interviews. The results are as follows: firstly, the pre-service teachers evaluate their-self, get an improving teaching technique and effective use of learning materials, correct evaluation through teaching practice. On the other hand, they felt they need training for guidance and also need helping student growth and development, and find personal difference and use psychological principle. Secondly, according to pre-service teachers' peer evaluation, they need ability to make questions for provoke thinking and guide student each case, encourage student to participate to biology lesson. However, they were good at routine procedure in biology lesson. Thirdly, after pre-service biology teacher finished teaching practice, mostly they got an positive view for science teaching job, but they feel difficulties in teaching other science subject such as physics, chemistry, earth science, and control students, so on. And they feel it’s very helpful pre-training for teaching practice and peer evaluation and comments.
참고문헌 (23)
- 정애란, "교육실습에 참여한 예비 과학교사의 과학수업에 대한 관심 실행 영역과 반성적 사고", 한국과학교육학회지, 27(9), pp.893~591 (2007), 한국과학교육학회
- Dewey, J., "How we think: A Restatement of the Relation if Reflective Thinking to the Educative Process" (1993), D. C. Heath
- 전화영, "초임 중등 과학 교사의 수업 불안 실태 및 전문성 발달 노력에 관한 연구", 한국과학교육학회지, 29(1), pp.68~78 (2009), 한국과학교육학회
- 강경희, "중등 과학 예비교사들이 교육실습에서 겪는 어려움 분석", 한국과학교육학회지, 29(5), pp.580~592 (2009), 한국과학교육학회
- 강경희, "교육실습에서 교실수업에 대한 과학교육전공학생들의 고려사항", 한국교원교육연구, 21(1), pp.105~132 (2004), 한국교원교육학회
- 김경순, "중등 과학 예비교사들의 수업시연 계획 및 실행에서 나타난 교과교육학지식의 요소", 한국과학교육학회지, 31(1), pp.99~114 (2011), 한국과학교육학회
- Kim, O., "The meaning of student teachers' experiences on the student teaching in elementary school: Narrative analysis", Master, pp.2004
- How can we evaluate students well? Korea Insutitude of Curriculum and Evaluation, "Kim, S.", ~, pp.ORM 2005-51-5 (2005)
- Lee, H., "narrative on prospective teachers’ teaching practices at a elementary school", The Korean Society for the Study of Anthropology of Education, 6(1), pp.141~196 (2003)
- 이윤정, "실험 저널쓰기에서 나타난 예비과학교사들의 과학실험에 대한 반성적 사고 분석", 한국과학교육학회지, 31(2), pp.198~209 (2011), 한국과학교육학회
- Lim, C., "Nature and development of pedagogical content knowledge in science teaching", Journal of Korean Earth Science Education Society, 24(4), pp.618~632 (2003)
- National Research Council, "National Science Education Standards" (1996), National Academic Press
- 박철용, "교육실습을 통한 예비과학교사의 교수내용지식 분석", 한국과학교육학회지, 28(6), pp.641~648 (2008), 한국과학교육학회
- Park, M., "Comparative study of high school science classes given by science teachers according to whether science is their major or not", Master, pp.2004
- 박상완, "교원교육에 대한 대안적 관점과 교원교육의 체제", 한국교원교육연구, 19(3), pp.31~54 (2002), 한국교원교육학회
- Poulou, M., "Student-teachers' concerns about teaching practice", European Journal of Teacher Education, 30(1), pp.91~110 (2007)
- Reynolds, A., "What is competent beginning teaching? A Review of Literature", Review of Educational Research, 62(1), pp.25~26 (1992)
- Roux, C. L., "Enhancing environmental education teaching skills through inservice education and training", Journal of Education for Teaching, 3(1), pp.3~14 (2005)
- Weiss, J. R., "A study of K-12 mathematics and science education in the United States" (2003), Horizon Research
- 윤혜경, "초등 예비교사들이 과학 수업에서 겪는 어려움", 초등과학교육, 23(1), pp.74~84 (2004), 한국초등과학교육학회
- Yoon, H., "A case study on the process of practicum of student teachers majouring in physics educaton", Journal of the Korean Association for Research in Science Education, 17(3), pp.289~299 (1997)
- 윤지현, "초등 예비 교사의 구성주의적 과학 평가관에 대한 연구", 초등과학교육, 29(1), pp.86~92 (2010), 한국초등과학교육학회
- Zeichner, K. M., "Reflective Teaching : An Introduction" (1996), Lawrence Erlbaum