• Title, Summary, Keyword: 교사

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수학교사 양성을 위한 교육의 이상과 현실

  • Kim, Yeong-Guk
    • Communications of Mathematical Education
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    • v.14
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    • pp.453-468
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    • 2001
  • 수학교육의 발전을 위해서 우수한 교사를 양성하고 재교육하는 것은 대단히 중요한 의미를 갖는 과제이다. 본 논문에서는 수학교육과의 수학교사 양성 교육의 현황을 점검하고 문제점을 알아보기 위하여 다음 사항을 논하였다. 1. 수학교육과의 교육과정을 토대로 해서 이상적인 수학교사를 정의하기 위한 준거를 찾아보았으며 이로부터 이상적인 수학교사의 조건을 논의하였다. 2. 수학교육과 교육과정의 운용 현황과 수학교사 양성 제도로부터 이상적인 수학교사의 양성을 저해하는 문제점을 분석하였다. 3. 이들 문제점에 대한 대안을 제시하고 수학교사 양성 교육에 대하여 몇 가지 사항을 제안하였다.

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지구과학교사의 학생 평가 전문성 자기진단 프로그램 개발

  • Kim, Dong-Yeong;An, Hui-Su
    • 한국지구과학회:학술대회논문집
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    • pp.213-219
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    • 2005
  • 본 연구에서는 교사의 전문성 영역의 한 부분인 학생 평가 전문성을 교사 스스로 진단해 보고 진단 결과에 대해 적절한 처방을 제공받을 수 있는 교사의 학생 평가 전문성 자기진단 프로그램을 개발하고자 하였다. 이를 위해 선행 연구와 문헌 조사를 통해 교사의 학생 평가 전문성을 구성하는 요인을 규명하고 이를 범주화하여 학생 평가 전문성 진단 도구를 구안하였다. 교사의 학생평가 전문성 구성 요인은 1990년에 미국의 AFT(American Federation of Teacher), NEA(National Education Association), NCME(National Council on Measurement in Education)가 공동으로 발표한 ‘학생 평가를 위한 교사의 평가전문성 기준(Standards for teacher competence in Educational Assessment of Student)’ 7가지를 연구자가 진단 도구 개발에 적합하도록 ${\circled1}$평가 방법의 선정, ${\circled2}$평가 도구의 개발, ${\circled3}$평가 실시?채점 및 성적 부여, ${\circled4}$평가 결과의 해석?분석?활용?의사소통의 4개 영역으로 재구성하였다. 진단도구를 개발하는데 있어서는 전문성 구성 요인별로 설문 형식의 질문에 답하고 이를 종합하여 점수를 매기는 방식보다는 구체적인 상황과 사례를 제시하고 이에 대해 평가를 해보게 하는 방식을 이용하여 평가 능력을 실질적으로 진단할 수 있게 하는데 초점을 맞추었다. 개발된 프로그램은 교사가 외부로부터 평가 받는데 소극적인 점을 감안하여 교사 스스로 자기를 진단할 수 있는 도구를 제공하고자 했으며, 진단 도구를 통해 밝혀진 결과에 대해 처방이나 안내를 함께 제공하여 교사가 자신의 평가 전문성을 제고하는데 보다 적극적으로 나설 수 있도록 도울 수 있는 프로그램으로 개발하려 하였다. 또한 이 프로그램을 교사가 활용하는 과정에 대한 조사 연구를 통해 궁극적으로는 교사의 학생 평가 전문성 신장을 위해 필요한 외부 지원이 무엇인지 추출하고 이러한 지원 체계와 교사가 능동적으로 이어질 수 있는 방안을 모색해 보고자 한다.

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The influence of early childhood teachers' emotional regulation style and teacher efficacy to their burnout (정서조절양식과 교사효능감이 유아교사의 소진에 미치는 영향)

  • Kang, Hye-Won
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.14 no.10
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    • pp.4902-4909
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    • 2013
  • The purpose of this study was to investigate the influence of early childhood teachers' emotional regulation style and teacher efficacy to their burnout. The data was collected by questionnaires method from 157 early childhood teachers in Gyeongsangbuk-do and Ulsan city. The instruments were Scale for Emotional Regulation Styles, Teachers' Sense of Efficacy, and Early Childhood Teachers Burnout Scale. The results of the study were as follows: Early childhood teachers' emotional regulation style and teacher efficacy meaningfully influenced to their burn out. This means early childhood teachers who had higher avoidant/distract regulation style showed higher their burnout and who had higher personal teacher efficacy showed lower their burnout. This research offers further study the influence variables to burnout and find out the effective method of emotional regulation and to enhance teacher efficacy.

A Study of Self-Perception on Designing in Mathematical Assessment Items of on Pre-Service and In-Service Teachers' in Secondary School (중등 예비교사와 현직교사의 수학과 평가문항 개발에 대한 자기인식 연구)

  • Park, Mi-Yeong
    • School Mathematics
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    • v.17 no.2
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    • pp.331-353
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    • 2015
  • The purpose of this study is to investigate expertise of mathematic teachers in development of designing assessment items, derived from development of assessing tools, which is a part of assessing competence of mathematic teachers. Analysis was made upon the difference between Pre-service and In-service teachers in terms of self-perception on assessment items. The assessing references of self-perception on developing in designing assessment items consist of followings: one's Beliefs and Self-Rating in designing assessment items. This investigation on self-perception was carried out by both pre-service teachers who are currently enrolled students in college and in-service teachers who are currently incumbent in secondary schools. This analysis based on 310 teachers' answers on self-perception of designing assessment items, both in- and preservice.

The Relations of Teacher-Efficacy and Perception of Principals' Leadership and Peer Collaboration across Job Stress and Satisfaction (초등교사의 지각된 교사효능감, 학교장 지도성, 동료교사 태도 인식의 잠재프로파일에 따른 직무스트레스와 교직만족도 차이)

  • Yeon, Eun Mo;Choi, Hyo-sik
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.19 no.9
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    • pp.482-491
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    • 2018
  • This study intended to identify different level of teacher-efficacy, perception of principals' leadership and peer collaboration as it pertains to a teachers' job stress and job satisfaction in Elementary school. Samples include 1,031 teachers in elementary school from Korean Children & Youth Panel Survey(KCYPS) and data were analyzed using Latent Class Analysis(LCA) to identify different patterns of teacher-efficacy and perception of principals' leadership and peer collaboration. Multivariate analysis of variance were employed to identify the influence of predictors for classification of teachers' job stress and job satisfaction among latent classes. The study found three latent classes at risk class, middle-level adaptive class, and adaptive class and results showed that each distinctive class can be identified by some of predictors. Teachers at adaptive class showed higher teacher-efficacy and positive perception of principals' leadership and peer collaboration than teachers at risk and middle-level adaptive class. Also, teachers at adaptive class showed lower job stress and higher job satisfaction than teachers at two other classes. The study suggests that help teachers based on personal profile are effective rather teacher-efficacy and perception of principals' leadership and peer collaboration.

Teacher Efficacy of Home Economics Teachers (가정과 교사의 교사효능감 관련 요인)

  • Lee, Jae-Suk;Lee, Hyong-Sil
    • Journal of Korean Home Economics Education Association
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    • v.21 no.1
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    • pp.21-34
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    • 2009
  • This study intended to examine the effects of each factor on teacher efficacy. A questionnaire survey was administered on 225 home economics teachers in middle school in Gyeonggi-do, and a total of 194 copies of the questionnaire excluding poorly filled-out 31 copies were used for the final analysis. A questionnaire in a self-administering design was used to collect data on individual characteristics, teacher efficacy, self-esteem, development of expertise, and educational environment of school perceived by the middle school home economics teachers. The findings of this study are summarized as follows; First, there were significant differences in teacher efficacy according to age, education and service years. Second, significant differences were found in teacher efficacy according to self-esteem, development of expertise and educational environment of school. That is, the more positive self-esteem, development of expertise, participation of parents, characteristics of students and other teachers, and teachers' perception about teaching-learning aids were, the higher home economics teachers' efficacy became. Third, the study revealed that teacher efficacy was influenced by development of expertise, educational environment of school and self-esteem. Considering these results, positive self-esteem of teachers, practical teacher training, expansion of self-development training opportunity, aids from educational authorities in terms of money and time are needed to improve teacher efficacy of home economics teachers. Efforts should be made to help teachers have positive attitudes toward parents, students, and other teachers.

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The Effects of Teacher's encouragement on School Adjustment of Elementary Children (교사의 격려반응이 아동의 학교생활적응에 미치는 영향)

  • Kang, Hae-Ryun;Oh, Ik-Soo
    • The Korean Journal of Elementary Counseling
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    • v.7 no.2
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    • pp.131-140
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    • 2008
  • The purpose of this study is to develop a teacher's encouragement response and to prove its effect. In order to do so, this study includes three sub-studies. First study is to identify the categories of teacher's encouraging verbal response. second study is to examine whether a teacher's encouraging verbal response can be developed, and third study is to identify how a teacher's encouragement has an effect on school adjustment of elementary children. The results of the study are followings: First, listening, asking, supporting, accepting, and describing are established as teacher's encouraging verbal responses. Second, a teacher can develope his encouraging response through self-discipline. Third, teacher's encouragement is effective on the enhancing of children's school adjustment.

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Analysis of Pre-service Secondary Chemistry Teachers' Uses of Teacher's Guide in Planning Lessons (중등 예비화학교사의 수업 계획에서 교사용 지도서의 활용 방식 분석)

  • Yang, Chanho;Song, Nayoon;Kim, Minhwan;Noh, Taehee
    • Journal of The Korean Association For Science Education
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    • v.36 no.4
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    • pp.681-691
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    • 2016
  • In this study, we investigated pre-service secondary chemistry teachers' use of teacher's guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher's guide books including various teaching materials were provided. Pre-service teachers used teacher's guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher's guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher's guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher's guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher's guide, and created questions by modifying the content of textbooks and teacher's guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.

Analysis of Mentor Teachers' Mentoring Type and Type Changes in Collaborative Mentoring Programs for Professional Development of Beginning Science Teachers' Teaching Practice (초임과학교사 수업 전문성 신장을 위한 협력적 멘토링 과정에서 나타나는 멘토교사의 멘토링 유형 및 유형 변화 분석)

  • Jung, Dojun;Nam, Jeonghee
    • Journal of the Korean Chemical Society
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    • v.62 no.6
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    • pp.441-452
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    • 2018
  • This study investigated mentor teachers' mentoring types and how the types of mentoring changed throughout the collaborative mentoring program for beginning science teachers who had difficulties in teaching practice. One-on-one mentoring meetings were audio-taped and transcribed for analysis. The result of the study showed that mentors took various roles such as Observer, Critical friend, Provider of feedback, Instructor, Role model, Evaluator, Counselor, and Equal partner. However, if mentoring did not bring about a change in the perception of a science instruction of a mentee teacher, there was no positive change in the teaching of the mentee teacher. Therefore, mentor teacher must have enough time to concretely discuss about mentee teachers' perception of a science instruction, mentoring method, etc. with mentee teacher before mentoring.

The Effects of Individual and Environmental Characteristics of Secondary-school Teachers on Teacher Efficacy and Job Satisfaction (중등교사의 개인 특성과 환경 특성이 교사효능감과 직무만족도에 미치는 영향)

  • Lee, Seong Ju;Kang, Dae Yong;Kim, Kyung Hee
    • Journal of the Korea Convergence Society
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    • v.8 no.6
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    • pp.171-180
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    • 2017
  • This study was executed to verify the effects of individual and environmental characteristics of secondary-school teachers on teacher efficacy and job satisfaction. To do so, a survey of teacher efficacy and job satisfaction was conducted to 696 man and woman teachers from 55 secondary schools in Gwangju and Jeonnam province, and then the results of the survey were analyzed. In this study, teacher efficacy was composed as four factors: sense of calling, teaching-learning, colleague relation and school organization. And job satisfaction was categorized as three factors: job relation, compensation system and working environment. The Multivariate analysis results showed a significant difference in teacher efficacy and job satisfaction according to teachers' individual characteristics and working environment. Conclusively, teacher efficacy and job satisfaction are complicated factors formed by teachers' individual and environmental characteristics. To improve secondary-school teachers' teacher efficacy and job satisfaction, it is necessary to develop training and education programs reflecting individual and environmental characteristics.