Journal of Korean Home Economics Education Association (한국가정과교육학회지)
- Volume 18 Issue 2 Serial No. 40
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- Pages.111-123
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- 2006
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- 1225-1488(pISSN)
Teaching Behavior, Confidence and Satisfaction among Teachers who Solo-Teach Technology and Home Economics in High School
고등학교 "기술.가정" 교과 교사의 교수행동, 교수자신감, 교수만족도
- Park Hyun-Jin (The Graduate School of Education, Dongguk University) ;
- Shin Hye-Won (Dept. of Home Economics Education, Dongguk University)
- Published : 2006.06.01
Abstract
This study was conducted on teachers who currently are teaching 'Technology and Home Economics' in high school, and teaching it alone, as opposed to team teaching. The study examined the teachers' fields of major study relative to their teaching behaviors and levels of confidence and satisfaction while teaching this course. The study also compared teaching behaviors, confidence and satisfaction among teachers who either have or have not participated in training sessions specifically-targeting teachers who are lack of relevant knowledge and skills in a major field. Questionnaires were mailed to high school teachers who were solo-teaching 'Technology and Home Economics' at high schools in Gyeonggi Do. Data from 83 respondents were used for the final analysis. The findings were as follows: First, it was determined that teachers tend to be more active when teaching subjects in which they have majored than subjects in which they have not. Teachers who have majored in home economics were most active when teaching home economics, followed by technology major teachers teaching technology, home economics major teachers teaching technology and technology major teachers teaching home economics, the last group exhibiting the least willingness to teach. Similarly, all teachers exhibited less confidence in areas not relevant to their majors, and confidence especially was lower while teaching practical skills versus theories. Teachers also were found to be less satisfied with teaching subjects outside of their majors. Second, analyzing technology majors currently teaching home economics and comparing those who have and have not participated in training sessions for home economics teaching, we found that 1) technology majors with such training feel that the training experience helped them in preparing various teaching media and in their evaluation of students' understanding of basic concepts and practices; 2) these training programs increased teachers' confidence teaching theories, but not practical skills; and 3) after they had participated in training programs, teachers' satisfaction increased in terms of producing teaching agendas and selecting textbooks and teaching media for their classes. However, training programs were found to have no effect on home economics majors who had participated in technology training programs, in terms of teaching behaviors, confidence or satisfaction teaching technology.
본 연구는 제7차 교육과정 고등학교
Keywords