중학교 교사들의 교육적 신념의 현장 적용성에 대한 연구
Applicability of Middle School Teachers' Educational Belief
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초록
본 연구는 교사들이 이상적인 신념을 가지고 있다고 하더라도 그 신념이 현실적으로 반영되는 정도는 다를 것으로 생각하여 교사들이 이상적으로 인식하는 교육적 신념이 교수-학습의 현장에서는 어느 정도 적용되고 있는지를 알아보았다. 어떤 유형의 교사신념이 현장 적용성에 가장 큰 문제를 가지고 있는지를 규명한 결과, 학습자관에서는 ‘한 학급 내에서도 학생의 능력 차를 고려한 수업을 하고 있다’, 교과관에서는 ‘자신만의 교수를 위한 know-how가 있어야 한다’, 교수-학습관에서는 ‘교수-학습 능력 향상을 위해 교사들 간 다양한 정보를 공유해야 한다’의 문항이 이상성과 현실 적용성간에 많은 차이가 있었다. 교사의 이상적 신념과 현장 적용간의 상관관계에서는 교수-학습에 대한 이상성과 학습자관의 현실 적용성이 가장 높은 상관관계를 나타내었다. 더불어 교사들은 이상적인 신념을 현장에 적용하기 어려운 이유로 학급당 학생 수 과다와 다양한 잡무 때문이라고 진술하였다.
Abstract
Teachers have educational beliefs though, degree those beliefs are actually reflected into educational field might be different. In this study, to what degree teachers' educational beliefs has been reflected in teaching-learning was investigated. As the results of identifying the types of teachers' belief that was most difficult in appling to educational field, the largest gap between ideality and actual applicability were found in: in teachers' view of learners, 'even within a class, teaching is taking account of the gap of students' abilities'; in teachers' view of subjects, 'teachers should have his/her own know-how for teaching'; and in teachers' view of teaching-learning, 'teachers should share a variety of information to improve teaching-learning ability'. Correlation between teachers' ideal beliefs and applicability was most obvious between ideality of teaching-learning and applicability of the view of learners. In addition, as the reasons why ideal belief is difficult to be applied to educational field, teachers pointed out too many students in a class, and kinds of miscellaneous works.
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