교사의 혁신적 태도 및 신념의 내면화 결정 요인 분석: 경기도교육청의 혁신학교 관련 연수를 중심으로
An Analysis of Determinant Factors on Teachers' Beliefs and Attitudes: With Regard to Professional Development for School Innovation
0
조회
0
다운로드
44
인용
0
참고문헌
키워드
초록
본 연구는 학교의 혁신 및 혁신학교 연수를 받은 경기도교육청 관내의 교사들을 대상으로 한 설문조사를 이용하여 교사변화에 영향을 미치는 요인들을 구조방정식모형분석을 통해 규명한 것이다. 본 연구에서는 교사의 혁신적 신념과 태도의 내면화는 구체적인 교수학습 실천과 학생 성과를 목격한 이후에 나타난다는 분석틀을 바탕으로 교사효능감 등의 변수를 추가함으로써 이전의 논의를 심화하고자 하였다. 연구결과, 자발적 연수 참여 동기가 연수 만족도는 물론 혁신실천 정도나 혁신적 태도 및 신념의 내면화에 직접적인 영향력을 행사하고 있었다. 둘째, 구체적인 혁신의 실천과 이를 통한 혁신의 성과가 교사변화에 유의미한 영향을 끼치고 있음을 확인할 수 있었다. 마지막으로 교사효능감은 혁신적 태도 및 신념의 내면화에 직접적인 영향력을 행사함은 물론 혁신적 태도 및 신념의 내면화에 대한 학생 성과 인식 정도의 영향력을 매개하는 것으로 나타났다. 이에 교사연수의 개선을 위해서는 설명식 단체 연수보다는 실천과 실습을 강화하는 지속적인 전문성 계발 프로그램과 교사의 자신감을 높여줄 수 있는 구체적인 전략이 강화될 필요가 있다.
Abstract
This study investigates the structures of variables influencing on teacher changes for school innovation. For this investigation, structural equation modeling is employed using survey data from teachers of Gyeonggi-province who participated in in-service training program for school innovation. The study further elaborates the framework by adding a variable of teaching efficacy to a model of teacher professional growth in which changes in teachers' beliefs and attitudes occur when teachers confirmed changes in student learning outcomes as a result of practices and staff development. First, the research finding suggests that motivation to participate is important to explain the degree of teacher satisfaction with professional development not to mention other variables. Second, teachers' professional experimentation in the classroom and confirmation on the intended outcomes significantly influence teacher changes. Third, teacher efficacy has direct influence on teachers' attitudes and beliefs and at the same time mediates such two variables as perception on students' learning outcomes and dependent variable (beliefs and attitudes). Therefore the research provides suggestions that focusing on practices in teachers' in-service training is more effective that larger-group lectures. And programs with strategies for increasing teacher efficacy need to be valued to make the professional development better.
참고문헌 (41)
- 경기도교육청, "혁신학교 직무 연수 자료집", 미간행유인물, ~ (2010)
- "찾아가는 맞춤형 연수 운영계획"[URL]
- 김대현, "배움과 돌봄 학교공동체의 이념 탐색과 교육과정 운영 방안", 교육사상연구, 21(2), pp.101~122 (2007), 한국교육사상연구회
- 김성천, "학교 혁신의 핵심 원리: 교장공모제를 실시한 D중학교를 중심으로", 교육사회학연구, 19(2), pp.59~89 (2009), 한국교육사회학회
- 서길원, "학교 혁신을 위한 과제, 혁신학교를 위한 교사 리더쉽 연수 자료집", 미간행유인물, ~ (2010)
- 성열관, "혁신학교" (2011), 살림터
- 손우정, "‘배움의 공동체’를 기반으로 한 수업개혁에 관한 연구-일본 ‘하마노고(浜之鄕) 소학교’의 실천을 중심으로", 교육학연구, 42(3), pp.375~396 (2004), 한국교육학회
- 이성대, "경기도 혁신학교와 과제. 혁신학교를 위한 교사 리더쉽 연수 자료집", 미간행유인물, ~ (2010)
- 이재숙, "가정과 교사의 교사효능감 관련 요인", 한국가정과교육학회지, 21(1), pp.21~34 (2009), 한국가정과교육학회
- 정태영, "나는 혁신학교에 간다" (2010), 맘에드림
- 한대동, "수업과 교사협의회를 중심으로 한 학교혁신 사례연구: 한국과 일본의 시범학교 비교", 비교교육연구, 18(1), pp.141~169 (2008), 한국비교교육학회
- Ashton, T, "Teacher efficacy: A motivational paradigm for effective teacher education", Journal of Teacher Education, 35(5), pp.28~32 (1984)
- Clake, D, "Elaborating a model of teacher professional growth", Teaching and Teacher Education, 18, pp.947~967 (2002)
- Crandall, P, "The teacher's role in school improvement", Educational Leadership, 41(3), pp.6~9 (1983)
- Darling-Hammond, L, "The right to learn" (2001), Jossey-Bass
- Fletcher, S, "The Relation of the school environment to teacher efficacy", Paper presented at the annual meeting of the American Psychological Association (1990)
- Fullan, M, "Change processes and strategies at the local level", Elementary School Journal, 85, pp.391~421 (1985)
- Fullan, M, "Change forces: The sequel" (1999), Falmer Press
- Fullan, M, "The new meaning of educational change" (2007), Teachers College Press
- Garver, S, "Logistics research methods: Employing structural equation modeling to test for construct validity", Journal of Business Logistics, 20(1), pp.33~57 (1999)
- Gibson, S, "Teacher efficacy: a construct validation", Journal of Educational Psychology, 76(4), pp.569~582 (1984)
- Griffin, A, "Introduction: The work of staff development, In Staff development, eighty-second yearbook of the national society for the study of education" (1983), University of Chicago Press
- Guskey, R, "Staff development and teacher change", Educational Leadership, 42(7), pp.57~60 (1985)
- Guskey, R, "Staff development and the process of teacher change", Educational Researcher, 15(5), pp.5~12 (1986)
- Guskey, R, "Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation", Teaching and Teacher Education, 4(1), pp.63~69 (1988)
- Guskey, R, "Evaluating professional development" (2000), Corwin Press, Inc
- Guskey, R, "Professional development and teacher change", Teachers and Teaching: Theory and Practice, 8(3), pp.381~391 (2002)
- Harootunian, B, "Teacher's conceptions of their own success", Paper presented at the annual meeting of the American Educational Research Association (1980)
- Hoelter, R, "The analysis of covariance structures: Goodness-of-fit indices", Sociological Methods and Research, 11, pp.325~344 (1983)
- Holt-Reynolds, D, "What does the teacher do? Constructivist pedagogies and prospective teachers' beliefs about the role of a teacher", Teaching and Teacher Education, 16, pp.21~32 (2000)
- Levitt, E, "An analysis of elementary teachers' beliefs regarding the teaching and learning of science", Science Education, 86, pp.1~22 (2001)
- Many, E, "Epistemology and pre-service teacher education: How do beliefs about knowledge affect our students' experiences", English Education, 34(4), pp.302~22 (2002)
- Noddings, N, "The challenge to care in schools: An alternative approach to education" (1992), Teachers College Press
- Pintrich, R, "Motivation in education: Theory. research, and applications(2nd ed.)", pp.2001, Merrill
- Schon, A, "The reflective practitioner" (1983), Basic Books
- Schraw, G, "Current themes and future directions in epistemological research: A commentary", Educational Psychology Review, 13, pp.451~464 (2001)
- Schraw, G, "Teachers' epistemological world views educational Practices", Issues In Educational Psychology, 8, pp.99~148 (2002)
- Shulman, L, "Knowledge and teaching: Foundations of the new reform", Harvard Educational Review, 57(1), pp.1~22 (1987)
- White, C, "Pre-service teachers' epistemology viewed through perspectives on problematic classroom situations", Journal of Education for Teaching, 26, pp.279~305 (2000)
- 左藤學, "수업이 바뀌면 학교가 바뀐다" (2006), 에듀케어
- 左藤學, "교육개혁을 디자인한다" (2009), 학이시습