참고문헌
- Allen, J. P., Kuperminc, G., Philliber, S., & Herre, K. (1994). Programmatic prevention of adolescent problem behaviors: The role of autonomy, relatedness, and volunteer service in the teen outreach program. American Journal of Community Psychology, 22(5), 617-638. https://doi.org/10.1007/BF02506897
- Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pinta, R. (2013). Observations of effective teacher-student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system-secondary. School Psychology Review, 42(1), 76-98. https://doi.org/10.1080/02796015.2013.12087492
- Cameron, C. E., Connor, C. M., & Morrison, F. J. (2005). Effects of variation in teacher organization on classroom functioning. Journal of School Psychology, 43(1), 61-85. https://doi.org/10.1016/j.jsp.2004.12.002
- Chambers, D. W. (1983). Stereotypical images of the scientist: The draw a science test. Science Education, 67(2), 255-265. https://doi.org/10.1002/sce.3730670213
- Choi, H. (2015). A factor analysis of teacher-student interaction in elementary school. Journal of elementary education studies, 22(1), 127-150.
- Downer, J. T., Lopez, M. L., Grimm, K. J., Hamagami, A., Pianta, R. C., & Howes, C. (2012). Observations of teacherchild interactions in classrooms serving Latinos and dual language learners: Applicability of the classroom assessment scoring system in diverse settings. Early Childhood Research Quarterly, 27(1), 21-32. https://doi.org/10.1016/j.ecresq.2011.07.005
- Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103-112. https://doi.org/10.1207/S15326985EP3602_5
- Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706. https://doi.org/10.1111/j.1949-8594.1990.tb12048.x
- Eom, M. R., Kim, M. R., Chang, S. Y., & Park, I. W. (2009). A study on perception of good instruction between in-service and pre-service teachers. The Korea educational review, 15(1), 107-132.
- Fauth, B., Decristan, J., Rieser, S., & Klieme, E. (2014). Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Learning and Instruction, 29, 1-9. https://doi.org/10.1016/j.learninstruc.2013.07.001
- Jhun, Y., & Jung, H. (2017). A comparison of viewpoints on the science lesson between pre-service teachers and experienced teachers. Journal of Korean Elementary Science Education, 36(1), 95-112. https://doi.org/10.15267/keses.2017.36.1.095
- Jung, M. S., & Park, J. G. (2011). Differences in teacher-student interaction by gender and its relationships with attitudes toward physical education. Korean Society of Sport Psychology, 22(4), 43-56.
- Kim, M., & Cho, H. (2017). The structural equation modeling of the relationship among achievement goal orientation, emotions, class participation and quality of instruction of elementary school teachers. The Korean Journal of Educational Psychology, 31(1), 163-193. https://doi.org/10.17286/KJEP.2017.31.1.08
- Kim, M. (2011). A critical examination on the conditions of cood instruction: Focused on J. Dewey's concept of growth. The Korean Journal of Philosophy of Education, 33(3), 25-47. https://doi.org/10.15754/JKPE.2011.33.3.002002
- Knag, H. S., Shin, S. J., Cha, J. H., Han, J. Y., & Noh, T. (2007). Influences of current education programs for preservice chemistry teachers upon preservice science teachers' self-Images as science teachers. Journal of the Korea Chemical Society, 51(2), 201-212. https://doi.org/10.5012/jkcs.2007.51.2.201
- Kwak, Y., & 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.
- Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70(6), 1373-1400. https://doi.org/10.1111/1467-8624.00101
- Linn, M. C., De Benedictis, T., Delucchi, K., Harris, A., & Stage, E. (1987). Gender differences in national assessment of educational progress science items: What does "i don't know" really mean? Journal of Research in Science Teaching, 24(3), 267-278. https://doi.org/10.1002/tea.3660240307
- Mensah, F. M. (2011). The DESTIN: Preservice teachers' drawings of the ideal elementary science teacher. School Science and Mathematics, 111(8), 379-388. https://doi.org/10.1111/j.1949-8594.2011.00103.x
- Mitchem, K., Wells, D., & Wells, J. (2003). Using evaluation to ensure quality professional development in rural schools. Journal of Research in Rural Education, 18(2), 96-103.
- Nam, J., Lee, S. D., Lim, J.-H., & Moon, S. B. (2010). An analysis of change in beginner science teacher's classroom interaction through mentoring program. Journal of the Korean Association for Science Education, 30(8), 953-970. https://doi.org/10.14697/jkase.2010.30.8.953
- National Research Council (2005). How students team: History, mathematics and science in the classroom. Washington, DC: National Academies Press.
- Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system manual: K-3. Baltimore, MD: Paul H. Brookes Pub. Co.
- Rutter, M., & Maughan, B. (2002). School effectiveness findings 1979-2002. Journal of School Psychology, 40(6), 451-475. https://doi.org/10.1016/S0022-4405(02)00124-3
- Sandilos, L. E., & DiPerna, J. C. (2014). Measuring quality in kindergarten classrooms: Structural analysis of the classroom assessment scoring system (CLASS K-3). Early Education and Development, 25(6), 894-914. https://doi.org/10.1080/10409289.2014.883588
- She, H.-C., & Fisher, D. (2002). Teacher communication behavior and its association with students' cognitive and attitudinal outcomes in science in Taiwan. Journal of Research in Science Teaching, 39(1), 63-78. https://doi.org/10.1002/tea.10009
- Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
- Thomas, J. A., Pedersen, J. E., & Finson, K. (2001). Validating the draw a science teacher test checklist (DASTT-C): Exploring mental models and teacher beliefs. Journal of Science Teacher Education, 12(3), 295-310. https://doi.org/10.1023/A:1014216328867
- Wagner, W., Gollner, R., & Helmke, A. (2013). Construct validity of student perceptions of instructional quality is high, but not perfect: Dimensionality and generalizability of domainindependent assessments. Learning and Instruction, 28, 1-11. https://doi.org/10.1016/j.learninstruc.2013.03.003
- Wolf, S. J., & Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in Science Education, 38(3), 321-341. https://doi.org/10.1007/s11165-007-9052-y
- Yeo, S., & Sung, S. M. (2013). Analysis of elementary teachers' professional performance about science teaching practice according to their personal variables. Journal of Korean Elementary Science Education, 32(4), 535, 544.