미국 초등교사의 과학교수에 대한 스토리라인 탐색
An Inquiry into the U. S. Elementary School Teachers’ Science Teaching Storylines
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This study aims to inquire into the U. S. elementary school teachers’ storylines for science teaching methods, scientific knowledge and interactions with students. As research subjects, two American elementary school teachers, named Christina and Melissa, were selected. As test tools, this study adopted Storyline Test and semi-structured interviews. Firstly, in regard to the science teaching method, Christina evaluated that she gradually improved her science teaching skills up to positive 6 points, starting from 2 points in the first year of teaching career, while Melissa sustained a stable state with 5 points in the 9th year of teaching career, starting from 1 point in the first year of teaching career. It was found that both the teachers had more confidence in their science teaching methods by participating in various training programs. Secondly, Christina evaluated her scientific knowledge in the first year of teaching career as 4 points, but evaluated her present scientific knowledge as stable as 6 points since she started studying teaching materials actively, discussing with other teachers and having more ability of application through science class integrated with other school subjects, in the 7th year of her teaching career. On the other hand, Melissa evaluated her scientific knowledge in the first year of teaching career as 1 point since she did not exactly know what to teach elementary school students, but in the 6th year of teaching career, she sustained a stable state with points through joint-activities with other teachers. It was found that chances to research with other teachers had important effect on both the teachers’ confidence in scientific knowledge. Thirdly, in regard to interactions with students in science class, Christina said that she did not have any interaction with students when instructing inquiry activities in the first year of teaching career, but since the 10th year of her teaching career, she had sustained a stable state with 6 points through active interaction with students, by leading learning projects and science competitive exhibitions, etc. On the other hand, Melissa evaluated her interaction with students in the first year of teaching career as 1 point because her class was reading-oriented, but since the 9th year of teaching career, she had sustained a stable state with 6 points so far, by developing inquiry activity strategies to improve interaction with students. Overall, it was found that inquiry activities played a central role in improving both the teachers’ interaction with students.
Abstract
This study aims to inquire into the U. S. elementary school teachers’ storylines for science teaching methods, scientific knowledge and interactions with students. As research subjects, two American elementary school teachers, named Christina and Melissa, were selected. As test tools, this study adopted Storyline Test and semi-structured interviews. Firstly, in regard to the science teaching method, Christina evaluated that she gradually improved her science teaching skills up to positive 6 points, starting from 2 points in the first year of teaching career, while Melissa sustained a stable state with 5 points in the 9th year of teaching career, starting from 1 point in the first year of teaching career. It was found that both the teachers had more confidence in their science teaching methods by participating in various training programs. Secondly, Christina evaluated her scientific knowledge in the first year of teaching career as 4 points, but evaluated her present scientific knowledge as stable as 6 points since she started studying teaching materials actively, discussing with other teachers and having more ability of application through science class integrated with other school subjects, in the 7th year of her teaching career. On the other hand, Melissa evaluated her scientific knowledge in the first year of teaching career as 1 point since she did not exactly know what to teach elementary school students, but in the 6th year of teaching career, she sustained a stable state with points through joint-activities with other teachers. It was found that chances to research with other teachers had important effect on both the teachers’ confidence in scientific knowledge. Thirdly, in regard to interactions with students in science class, Christina said that she did not have any interaction with students when instructing inquiry activities in the first year of teaching career, but since the 10th year of her teaching career, she had sustained a stable state with 6 points through active interaction with students, by leading learning projects and science competitive exhibitions, etc. On the other hand, Melissa evaluated her interaction with students in the first year of teaching career as 1 point because her class was reading-oriented, but since the 9th year of teaching career, she had sustained a stable state with 6 points so far, by developing inquiry activity strategies to improve interaction with students. Overall, it was found that inquiry activities played a central role in improving both the teachers’ interaction with students.
참고문헌 (32)
- 방한샘, "작은 생물에 대한 5E 학습모형 기반 초등과학 디지털교과서 개발 사례 연구", 교원교육, 31, pp.77~90 (2015), 교육연구원[DOI]
- Beijaard. D., "Evaluation of story-line methodology in research on teachers’ practical knowledge", Studies in Educational Evaluation, 25(1), pp.47~62 (1999)
- Britzman, D. P., "Teacher education as uneven development : Toward a psychology of uncertainty", International Journal of Leadership in Education, 10(1), pp.1~12 (2007)
- Chen, X., "The ethical dimension of teacher practical knowledge : A narrative inquiry into Chinese teachers’ thinking and actions in dilemmatic spaces", Journal of Curriculum Studies, 49(4), pp.518~541 (2017)
- Choi, H., "An analysis of the result of Korean students’ science performance in PISA 2012", Cheongram Science Education Research, 20(2), pp.123~133 (2014)
- Connelly, F. M., "Shaping a professional identity" (1999), Teachers College Press
- Dewey, J., "The quest for certainty" (1929), Minton, Balch & Co
- 동효관, "5E 순환학습이 초등학생의 과학 학업 성취도와 탐구 능력 및과학적 태도에 미치는 효과", 초등과학교육, 29(4), pp.567~575 (2010), 한국초등과학교육학회
- Fenstermacher, G. D., "Review of Research in Education, 20", pp.3~56 (1994), AERA
- Floden, R. E., "Between routines and anarchy : Preparing teacher for uncertainty", Oxford Review of Education, 19(3), pp.373~382 (1993)
- Floden, R. E., "Preparing teachers for uncertainty", Teachers College Record, 89(4), pp.505~534 (1988)
- Helsing, D., "Regarding uncertainty in teachers and teaching", Teaching and Teacher Education, 23(8), pp.1317~1333 (2007)
- Henze, I., "Experienced science teachers’ learning in the context of educational innovation", Journal of Teacher Education, 60(2), pp.184~199 (2009)
- 전화영, "초임 중등 과학 교사의 수업 불안 실태 및 전문성 발달 노력에 관한 연구", 한국과학교육학회지, 29(1), pp.68~78 (2009), 한국과학교육학회
- 전영미, "초등학교 교사의 교사용 지도서 활용 방식에 대한 연구 : 두 명의 미국 교사를 중심으로", 한국교원교육연구, 23(3), pp.5~24 (2006), 한국교원교육학회
- Jeong, S., "An exploration of difficulties’aspect going through when teacher interact with students", Journal of Elementary Education Studies, 20(2), pp.64~84 (2013)
- 김동렬, "초등 예비교사들이 ‘배추흰나비 한살이’ 탐구 수행과정에서 겪는 어려움", 초등과학교육, 33(2), pp.306~321 (2014), 한국초등과학교육학회[DOI]
- 김효남, "미국과 한국의 초등학교 과학 수업의 비교", 교과교육학연구, 12(1), pp.39~54 (2008), 교과교육연구소[DOI]
- 김진희, "다문화 사회에서의 문법 교육의 방향", 학습자중심교과교육연구, 14(3), pp.335~354 (2014), 학습자중심교과교육학회
- 곽영순, "중등 과학교사들이 말하는 교과교육학지식의 의미와 교직 전문성 제고 방안", 한국과학교육학회지, 26(4), pp.527~536 (2006), 한국과학교육학회
- Melville, W., "Storylines and the acceptance of uncertainty in science education", International Journal of Environmental & Science Education, 9(4), pp.353~368 (2014)
- Moen, T., "Reflections on the narrative research approach", International Journal of Qualitative Methods, 5(4), pp.56~69 (2006)
- 남정희, "멘토링을 통한 초임중등과학교사의 수업에서의교사․학생 상호작용 변화 분석", 한국과학교육학회지, 30(8), pp.953~970 (2010), 한국과학교육학회
- 박경영, "물리 전공이 아닌 중학교 과학교사들의 ‘힘과 운동’ 내용 지식 영역의 전문성", 한국과학교육학회지, 29(8), pp.910~922 (2009), 한국과학교육학회
- Rogers, C., ""I’m not so sure…" : Teacher educator action research into uncertainty", An On-line Journal for Teacher Research, 18(2), pp.1~16 (2016)
- 노진형, "예비유아교사의 과학에 대한 지식이 과학적 태도 및 과학교수 효능감에 미치는 영향", 유아교육·보육복지연구, 12(4), pp.51~67 (2008), 한국유아교육ㆍ보육복지학회
- Rosenholtz, S. J., "Teachers’ workplace: The social organization of schools" (1989), Longman, Inc
- Shalem Y., "Knowledge and the future of the curriculum. Palgrave studies in excellence and equity in global education" (2014), Palgrave Macmillan
- Shirazi, S., "Using the storyline method to explore student experiences of school", Life history and biographical research conference of european society of research on education of adults (2014)
- 손연아, "생애사적 접근을 통한 과학교사의 삶과 전문성 탐색", 한국교육문제연구, 31(2), pp.115~136 (2013), 한국교육문제연구소
- Tripp, D., "Teachers’ lives, critical incidents, and professional practice", International Journal of Qualitative Studies in Education, 7(1), pp.65~76 (1994)
- Yager, R. E., "Achieving the staff development model advocated in the national standards", The Science Educator, 14(1), pp.16~24 (2005)