공동체 단위 수학교사 연수 프로그램의 개발 및 효과-‘함께 만들어가는 수학교사 연수’를 중심으로-
Designing and implementing professional development program of multi-tiered teacher community: Joint collaboration between teachers and PD program developers
2
조회
0
다운로드
14
인용
0
참고문헌
키워드
초록
This research has an intention of developing a professional development program. We proposed analternative mathematics teacher training model based on the situated learning theory, community of practice,and reflective practitioner. The developed mathematics teacher professional development program recruitedparticipation unit that was consisted of 3 or 4 teachers in same school and total of 28 teachers from 9 schools. Also, there were 18 mentors to support each school. In this sense, it can be called multi-tired teachercommunity professional development program. Through the program, the teachers improve their teachingcompetency. Also, the operation ability of teacher learning community was improved. Learning communityculture has been formed in each school. It shows ability that the explorative learning community can beoperated voluntarily although the program finished. Furthermore, community shared corporate responsibilityabout open class. They recognize open class as a new method to improve community teaching ability than atool to evaluate individual teaching ability.
Abstract
This research has an intention of developing a professional development program. We proposed analternative mathematics teacher training model based on the situated learning theory, community of practice,and reflective practitioner. The developed mathematics teacher professional development program recruitedparticipation unit that was consisted of 3 or 4 teachers in same school and total of 28 teachers from 9 schools. Also, there were 18 mentors to support each school. In this sense, it can be called multi-tired teachercommunity professional development program. Through the program, the teachers improve their teachingcompetency. Also, the operation ability of teacher learning community was improved. Learning communityculture has been formed in each school. It shows ability that the explorative learning community can beoperated voluntarily although the program finished. Furthermore, community shared corporate responsibilityabout open class. They recognize open class as a new method to improve community teaching ability than atool to evaluate individual teaching ability.
참고문헌 (37)
- 권나영, "수학교사 전문성 개발을 위한 고찰 : 국외 수학교사 전문성 개발 프로그램 사례를 바탕으로", 수학교육학연구, 22(3), pp.387~400 (2012), 대한수학교육학회
- 김진희, "내러티브를 활용한 수업비평: 교사 배움 공동체 사례", 중등교육연구, 58(3), pp.333~355 (2010), 사범대학부속중등교육연구소
- 우리나라 초․중등학교 수학교육 발전방안 기획연구, "박경미", 한국과학창의재단, ~, pp.2010-20 (2010)
- 박선미, "예비교사교육 방법으로서 ‘행위 중 반성’에 대한 비판적 고찰", 사회과교육, 49(3), pp.39~52 (2010), 한국사회과교육연구학회
- 서경혜, "반성과 실천: 교사의 전문성 개발에 대한 소고", 교육과정연구, 23(2), pp.285~310 (2005), 한국교육과정학회
- 서경혜, "교사공동체의 실천적 지식", 한국교원교육연구, 27(1), pp.121~148 (2010), 한국교원교육학회
- 서경혜, "교사 학습에 대한 공동체적 접근", 교육과학연구, 44(3), pp.161~191 (2013), 교육과학연구소
- 수학교사 전문성 개발 체제(PDS) 구축방안 연구, "이경화", 교육과학기술부, ~ (2012)
- 이경화, "한국형 수학교사 전문성 개발 체제(PDS) 모델 구축을 위한 기초 연구", 수학교육학연구, 22(4), pp.581~602 (2012), 대한수학교육학회
- 이준기, "교사들의 아이디어 융합 과정에서 나타나는 교역지대의 진화과정 탐색:자율적 학습공동체‘STEAM 교사 연구회’사례연구", 한국과학교육학회지, 33(5), pp.1055~1086 (2013), 한국과학교육학회
- 수학교육 관련 교사 연수 현황 분석을 통한 정책 방안 모색, "이환철", 한국과학창의재단, ~ (2012)
- 이환철, "수학교육 관련 교사 연수 현황 분석을 통한 정책 방안 모색", 한국학교수학회논문집, 15(1), pp.171~182 (2012), 한국학교수학회
- 주미경, "중등 교사의 융복합교육 연수 만족도 및 요구 조사", 교과교육학연구, 17(2), pp.521~547 (2013), 교과교육연구소
- 최지선, "선택형 평가 문항 제작 전문성 향상 연수 프로그램 효과 제고에 대한 사례연구", 수학교육학연구, 23(2), pp.193~212 (2013), 대한수학교육학회
- Anderson, J. R., "Situated learning and education", Educational Researcher, 25(4), pp.5~11 (1996)
- Anderson, J. R., "Situated versus cognitive perspectives : Form versus substance", Educational Researcher, 26(1), pp.18~21 (1997)
- Ball, D.L., "Teaching as the learning professional: Handbook of policy and practice", pp.3~32 (1999), Jossey-Bass
- Brown, J. S., "Situated cognition and the culture of learning", Educational Researcher, 18(1), pp.32~42 (1989)
- Brown, T., "Experiencing the space we share : rethinking subjectivity and objetivity", ZDM-the International Journal on Mathematics Education, 45(4), pp.561~572 (2013)
- Cobb, P., "Cognitive and Situated Learning Perspectives in Theory and Practice", Educational Researcher, 28(2), pp.4~15 (1999)
- Cochran-Smith, M., "Inside outside : Teacher research and knowledge" (1993), Teachers College Press
- Doyle, J., "Rational belief revision (preliminary report)", Proceedings of the Second Conference on Principles of Knowledge Representation and Reasoning, pp.163~174 (1991), Morgan Kaufmann
- Goos, M., "Sociocultural perspectives in research on and with mathematics teachers : a zone theory approach", ZDM-the International Journal on Mathematics Education, 45(4), pp.521~533 (2013)
- Greenberg, J., "Behavior in organizations" (2000), Prentice-Hall
- Greeno, J. G., "Theories and practices of thinking and learning to think", American Journal of Education, 106, pp.85~126 (1997)
- Greeno, J. G., "Handbook of educational psychology", pp.15~46 (1996), Macmillan
- Hargreaves, A., "Four ages of professionalism and professional learning", Teachers and Teaching : Theory and Practice, 6(2), pp.151~182 (2000)
- Lave, J., "Teaching, as learning, in practice", Mind, Culture, and Activity, 3(3), pp.149~164 (1996)
- Lave, J., "Situated learning: Legitimate peripheral participation" (1991), Cambridge university press
- Potari, D., "The relationship of theory and practice in mathematics teacher professional development : an activity theory perspective", ZDM-the International Journal on Mathematics Education, 45(4), pp.507~519 (2013)
- Putnam, R. T., "What do new views of knowledge and thinking have to say about research on teacher learning?", Educational Researcher, 29(1), pp.4~15 (2000)
- Schön, D. A., "The reflective practitioner : How professionals think in action" (1983), Basic Books
- Schön, D. A., "Educating the reflective practitioner" (1987), Jossey-Bass Publishers
- Shulman, L. S., "How and what teachers learn : A shifting perspective", Journal of Curriculum Studies, 36(2), pp.257~271 (2004)
- Simon, M., "Promoting fundamental change in mathematics teaching : a theoretical, methodological, and empirical approach to the problem", ZDM-the International Journal on Mathematics Education, 45(4), pp.573~582 (2013)
- Skott, J., "The relationship of theory and practice in mathematics teacher professional development : an activity theory perspective", ZDM-the International Journal on Mathematics Education, 45(4), pp.547~559 (2013)
- Wenger, E., (2007), 학지사