초등 미술 수업 딜레마에 관한 질적 연구
A qualitive study on the teaching dilemmas in the elementary art classroom
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This study purposes to investigate the teaching dilemmas of elementary teachers in art classrooms, and how they deal with them. For holistic analysis, we use the five dimensions of school education which have been provided by Eisner(2001; 2003). The five dimensions of school education are the intentional dimension, the structure dimension, the curricula dimension, the pedagogical dimension, the evaluative dimension. This study used qualitative research method to observe, understand and interprete the teaching dilemmas. The research methods are participant observation, interviews, and document analysis. For the credibility, this study used triangulation and member check. The five dimensions are following. First, in terms of the intentional dimension, we discussed the teacher's intention vs. student's deviation for fun. The second dimension is about the dilemmas on 1:40 in classroom. The third is the spiral curriculum vs. project method. The forth is the sender vs. helper. The fifth is the grades oriented evaluation vs. the descriptive assessment.
Abstract
This study purposes to investigate the teaching dilemmas of elementary teachers in art classrooms, and how they deal with them. For holistic analysis, we use the five dimensions of school education which have been provided by Eisner(2001; 2003). The five dimensions of school education are the intentional dimension, the structure dimension, the curricula dimension, the pedagogical dimension, the evaluative dimension. This study used qualitative research method to observe, understand and interprete the teaching dilemmas. The research methods are participant observation, interviews, and document analysis. For the credibility, this study used triangulation and member check. The five dimensions are following. First, in terms of the intentional dimension, we discussed the teacher's intention vs. student's deviation for fun. The second dimension is about the dilemmas on 1:40 in classroom. The third is the spiral curriculum vs. project method. The forth is the sender vs. helper. The fifth is the grades oriented evaluation vs. the descriptive assessment.
참고문헌 (15)
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