Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

A Case Study on the Relationship between Characteristics of SSI Teachers' Community and Development of Teacher Expertise

SSI 교사모임의 특성과 교사 전문성 발달과의 관련성에 관한 사례연구

  • Received : 2018.05.05
  • Accepted : 2018.06.10
  • Published : 2018.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to investigate the characteristics of the K Teachers' Community, which brought about changes in the perception of SSI education by teachers with experience in SSI, and to explore its relevance to the development of SSI professions. This is a case study that describes in depth the characteristics of the K teachers' community. The study conducted semi-structured as well as in-depth interviews with six teachers who have more experience in SSI education activities for over 20 years. The K teachers' community has three characteristics. First, the K teachers' community formed identity by discussing the nature of science and technology, which allowed teachers to share a common orientation toward the goals of science education. Second, the teachers who participated in the K teachers' community formed professionalism and confidence in SSI teaching in the course of producing, sharing, and spreading SSI through its various practices. Third, the K teachers' community is continuously growing by opening themselves to external communities and co-evolution through solidarity. The success of K Teachers' Community may inform other teachers how the community of teaching practices can develop and maintain, and in turn can help the members of the community develop their professional identity as teachers.

본 연구의 목적은 SSI 교수 경험이 많은 교사들의 SSI 교육에 대한 인식변화를 가져온 K교사모임의 특성을 살펴보고, 이것이 참여 교사들의 SSI 교수 전문성 발달과 어떠한 관련성이 있는지에 대해 탐색하는데 있다. 20여년 간 SSI 교육 활동에 대한 경험이 많은 6명의 교사를 대상으로 반구조화된 면담을 통하여 그들이 활동하고 있는 K교사모임의 특성을 심층적으로 서술한 사례연구이다. K교사모임은 크게 세 가지 특징을 나타냈다. 첫째, K교사모임은 과학기술의 본성에 대한 논의와 과학교육의 목표에 대한 공통된 지향 형성을 통해 정체성을 형성해 나갔다. 둘째, K교사모임의 참여 교사들은 SSI의 다양한 실천을 통해 지속적으로 생산하고 이를 공유하고 확산하는 과정에서 SSI 교수에 대한 전문성과 자신감을 형성하였다. 셋째, K교사모임은 외부공동체에 대한 개방성과 연대의식을 통한 공진화를 통해 지속적인 성장을 하고 있다. 이러한 SSI 교사모임의 특성에 따라 정책적으로 교사공동체의 지원이 필요하다.

Keywords

References

  1. Abd-El-Khalick, F. (2013). Teaching with and about nature of science, and science teacher knowledge domains. Science & Education, 22(9), 2087-2107. https://doi.org/10.1007/s11191-012-9520-2
  2. Aikenhead, G.S. (2006). Science education for everyday life: Evidence-based practice. New York: Teachers College Press.
  3. Chung, H., Ryu, S. (2017). Pedagogical Content Knowledge of Socio-Scientific Issues: Characterizing Teachers' Experiences. Journal of The Korean Association For Science Education, 37(4), 679-691. https://doi.org/10.14697/JKASE.2017.37.4.679
  4. Creswell, J. W. (1998). Qualitative Inquiry and Research Design: Choosing Among Traditions.: Thousand Oaks, CA: Sage.
  5. Ekborg, M., Ottander, C., Silfver, E., & Simon, S. (2013). Teachers’ experience of working with socio-scientific issues: a large scale and in depth study. Research in Science Education, 43, 599-617. https://doi.org/10.1007/s11165-011-9279-5
  6. Gray, S. D., & Bryce, T. (2006). Socio-scientific issues in science education: Implications for the professional development of teachers. Cambridge Journal of Education, 36(2), 171-192. https://doi.org/10.1080/03057640600718489
  7. Kwak, Y. S., & Kim, J. H. (2003). Qualitative research on common features of best practices in the secondary school science classroom. Journal of the Korean Association for Science Education, 23(2), 144-154.
  8. Kim, H., Chung, K., & Lee, H. (2013). Identity Development of Science Teachers Involved in Teacher Communities: Based on the Theory of. Journal of the Korean Association for Science Education, 33(2), 390-404. https://doi.org/10.14697/jkase.2013.33.2.390
  9. Lee, H. (2016). Conceptualization of an SSI-PCK framework for teaching Socioscientific issues. Jounral of the Korean Association for Science Education, 36(4),539-550. https://doi.org/10.14697/jkase.2016.36.4.0539
  10. Lee, H., & Yang, J. E. (2017). Science Teachers Taking their First Steps toward Teaching Socioscientific Issues through Collaborative Action Research. Research in Science Education, 1-21.
  11. Lumpe, A. T. (2007). based professional development: Teachers engaged in professional learning communities. Journal of science teacher education, 18(1), 125-128. https://doi.org/10.1007/s10972-006-9018-3
  12. Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass Publishers.
  13. Park, S., Oliver, J. S., Johnson, T. S. (2007). Colleagues’ roles in the professional development of teachers: Result from a research study of National Board certification. Teaching and teacher Education, 23, 368-389. https://doi.org/10.1016/j.tate.2006.12.013
  14. Seo, K. (2008). A case study on out-of-school teacher learning community. The Journal of Korean Teacher Education, 25(2), 53-80.
  15. Sim, J. H. (2006). Secondary school science teachers’ perceptions about professionality and in-service training program for experiment. The Korean Journal of Biological Education, 34(1), 27-37.
  16. Van Driel, J. H., De Jong, O., & Verloop, N. (2002). The development of preservice chemistry teachers’ pedagogical content knowledge. Science Education, 86, 572-590. https://doi.org/10.1002/sce.10010
  17. Wenger, E. C.(1998). Communities of P ractice: learning, meaning and identity. Publisher: Cambridge University Press.
  18. Wenger, E., McDermott, R. A., Snyder, W., & NetLibrary, I. (2002). Cultivating communities of practice. Boston, Mass. : Harvard Business School Press.
  19. Wenger, E. C., & Snyder, W. M. (2000). Communities of practice: The organizational frontier. Harvard business review, 78(1), 139-146.
  20. Witz, K. (2007). “Awakening to”an aspect in the other: On developing insights and concepts in qualitative research. Qualitative Inquiry, 13, 235-258. https://doi.org/10.1177/1077800406295634
  21. Zeidler, D. L., Applebaum, S. M., & Sadler, T. D. (2011). Enacting a socioscientific issues classroom: Transformative transformations. In T. D. Sadler (Ed.), Socioscientific issues in the classroom (pp. 277-305). Springer, Netherlands.