중등 과학영재 수업과 영재교육 교사 전문성 요인에 대한 교사 및 학생의 인식 비교 분석

Abstract

The purpose of this study is to investigate teachers’ and students’ perceptions about contents and instructional methods in secondary science-gifted education and to compare teacher professionalism factors that teachers recognize themselves with those that students demand for the teachers. According to the analysis, there were several differences between teachers' and students’ recognition. Teachers hoped that gifted students would gain creative thinking ability through classes, but students wanted to obtain accurate and high level scientific concepts. Teachers considered content factor and instructional strategy factor in the science-gifted education as the most important teaching professionalism factors, but the gifted students cited understanding factor of science-gifted students. As a result of analyzing the relationship between self-rating professional level and professionalism factors, the biggest difference between the two groups turned out understanding factor of the science-gifted students. So, it is believed that the understanding of the gifted students will help raise awareness about teachers’ level of professionalism. Also, the research showed that the gifted students have greater expectations of contents of the gifted-education as they think that the gifted-education help their academic advancement.