초등 자기관리 기술 훈련이 초등학생의 자기주도적 학습태도 및 자기효능감에 미치는 효과

박한숙 ( Han Sook Park ),조동관 ( Dong Gwan Cho ) 한국통합교육과정학회 2009 통합교육과정연구 Vol.3 No.2

본 연구는 자기관리 기술 훈련이 초등학생의 자기주도적 학습태도와 자기효능감에 미치는 효과를 검증 하는데 목적을 두었다. 연구설계는 실험통제집단 전후검사 설계이며 연구도구는 자기주도적 학습태도 검사도구로 Guglielmino(1997)의 자기주도적 학습 준비도 검사를, 그리고 자기효능감 검사도구로 Sherer 등(1982)이 만든 「General Self-Efficacy Scale」를 토대로 하여 초등학교 6학년 학생 수준과 자기관리 기술 훈련 프로그램의 내용을 고려하여 수정하여 사용하였다. 자기관리 기술 훈련은 16일에 걸쳐 매일 실시하였으며, 자료처리는 기술통계로 평균과 표준편차를 구하고 t검증을 통한 분석을 하였다. 이 연구의 결과 자기관리 기술 훈련에 참가한 실험집단은 통제 집단에 비해 자기주도적 학습태도와 자기효능감 점수가 유의미하게 나타나지 않았다. 하지만, 실험집단의 사전·사후 변화를 t검증을 해본 결과 자기주도적 학습태도의 학습열성과 자기효능감의 하위요인인 자기조절효능감의 변화에 긍정적인 효과가 있는 것으로 나타났다. 이와 같은 결과를 통해 단기간의 자기관리 기술 훈련이 초등학생의 자기주도적 학습태도 및 자기효능감 향상에 유의미한 효과가 있다는 결론은 내릴 수 없으나 보다 장기간 프로그램 적용을 통한 효과의 가능성을 확인할 수 있었다. The purpose of this study was to investigate the effect of self-management skill training on elementary students` self-directed learning attitude and self-efficacy with following research questions: (a) how self-management skill training influences elementary students` self-directed learning attitude, and (b) how self-management skill training influences elementary students` self-efficacy. Data were from two sixth-grade classes consist of 56 students in O elementary school in Gwang-ju metropolitan city in Korea. Two adopted tests of Self-directed Learning Readiness Scale (Guglielmino, 1997) and General Self-efficacy Scale (Sherer, 1982) were used in the study considering the study participants` developmental level and contents of the self-management skill training. The students in experimental group had been trained self-management skill sixteen times and tested after the training while the students in control group had not been trained. Self-management skill training had been done for 16 consecutive school days, and data were analyzed by T-test in SPSS 12.0. The result showed that there was no statistically significant difference between the control group and experimental group on both self-directed learning attitude and self-efficacy. However, T-test showed that training brought positive change on learning eagerness of self-directed leaning attitude and self-control efficacy which is subordinate of self-efficacy in experimental group. Result also urge the long-term training and future research on self-management skill although this study showed that short-term training of self-management skill has not significantly influence on self-directed learning attitude and self-efficacy of elementary school students.

학습기술 훈련이 초등학교 중학년 학생의 자기주도적 학습능력 및 학업성취에 미치는 효과

박한숙 ( Han Sook Park ) 한국초등교육학회 2009 초등교육연구 Vol.22 No.3

The purpose of this study was to investigate the effects of study skills training on self-directed learning ability and academic achievement. This study employed a pretest-posttest control group design. The subjects of this study were 141 children sampled from 3rd grade 70 and 4th grade 71 of elementary school. It took 8 weeks to implement study skills training program. The data was analyzed through MANOVA on SPSSWIN program. The major findings obtained through this study were as follows; First, study skills training has positive effects on study skills using ability improvement of all year graders and subordinate elements. Second, study skills training has positive effects on self-directed learning potential improvement of all graders and subordinate elements, that is, learning strategy, motivation and learning concept made considerable improvement. Third, study skills training has partially positive effects on the academic achievements. Before the training, academic achievements of experimental group and those of control group were not significantly different. Within the experimental group, academic achievements of language, social study and science scores were significantly improved, but those of math were not significantly changed in between groups except interaction each variables. In conclusion, above results implied that study skills program training in elementary school 3rd and 4th children played an essential role in improvement of study skills using, self-directed learning ability and academic achievement.

초임교사의 통합교육과정 개발과 운영을 저해하는 학교문화에 대한 내러티브적 접근

박한숙 ( Han Sook Park ) 한국교육인류학회 2007 교육인류학연구 Vol.10 No.1

본 연구는 초등학교 초임교사들의 통합교육과정 개발과 운영 경험에 관한 내러티브 탐구이다. 연구 대상자로 교사 경력 3-4년 정도의 초임교사 3명을 대상으로 초등학교 중학년과 고학년 담임을 하는 가운데 통합교육과정의 개발과 운영 과정에서 어떠한 경험을 하며, 그 경험은 어떤 의미를 가지는가를 탐색하였다. 초임교사들은 학교 현장에서 교육과정을 통합해서 가르치는데 있어 대학에서 배운 이론과 학교 현실 사이에서 심한 괴리감을 가지고 갈등을 경험하며 특히, 그것을 실행해 가는 과정에서 시간, 환경, 관리자와의 관계 등에서 어려움을 강하게 경험하고 있는 것으로 나타났다. 이러한 경험을 이야기하고 나누는 가운데 교사들은 통합교육과정 수업 운영에 있어 자신의 위치와 역할을 재인식하게 되고 기존에 겪었던 갈등을 ‘교실 안의 장소’에서 ‘교실 바깥의 장소’로 가져 나와 보다 적극적이고 안정적인 통합교육과정 개발과 운영을 모색하도록 하는데 도움을 주었다는데 본 연구의 교육적 의미가 있다. This study attempts to describe three beginning teacher`s experience on development and management of integrated curriculum for 8 months in elementary school. Participating were three teachers on their first 3-4 years of teaching. Their first 3-4 years experience and its meaning are explained. Narrative inquiry was adopted to reveal the teacher`s whole school life developing and managing integrated curriculum in 3rd-6th grades. Data are collected and extracted from teacher journals, e-mail and open interviews. The data are classified into domain and taxonomic analysis and a series of systematized events. By the teacher`s retelling of their experiences, the events are confirmed and compiled. The results of this study show that beginning teachers have experienced deep estrangement between practice and theories. And they are faced with the problems organizing their time schedule, persuading colleague teachers and relating with administrators. They fit their behavior and thinking to their surrounding consequently in developing and implementing the integrated curriculum. While the beginning teacher talking about their disagreements and troubles, they recognize their status and position in trying the integrated curriculum and eventually solutions are found. The solutions are gained by revealing and talking about their secret story, which they confront in the school with peer teachers group, administrators and parents. They found their new role and a new understanding in managing classrooms in integrated curriculum. The suggestion of this study is that narrative inquiry can be a useful method in exploring the field of classroom curriculum related to a beginning teacher`s experience.

교육대학교 부설초등학교 통합교과 실습 수업지도 경험에 대한 자서전적 연구 : 미운 오리새끼

박한숙(Park, Han-Sook) 공주교육대학교 글로벌인재교육센터 2019 교육실습연구 Vol.1 No.1

이 연구는 교육대학교 실습지도 경험에 대한 나의 자서전적 연구이다. 나는 14년 동안 대학교수로서 상설 실습학교인 부설초등학교에서 매 실습 때마다 통합교과 수업을 지도하여 왔다. 본 연구의 연구방법은 Pinar의 자서전적 연구 방법으로 다음과 같은 4단계를 사용하였다: 회귀(regressive), 진보(progressive), 분석(analytical), 종합(synthetical). 본 연구에서 활용한 자료들은 통합교과 수업을 질적으로 분석한 논문, 수업지도안 코멘트, 수업지도와 관련하여 교사들과 주고받은 이메일, 수업동영상, 협의회회의록 등이었다. 위의 자료를 바탕으로 나는 다시 과거로 돌아가서 수업지도와 관련된 나의 과거 사건들을 회상하였고, 이것들이 미래에 어떻게 바람직하게 존재하여야 할지 고민하였다. 그 과정에서 나의 교수로서의 삶이 ‘미운오리 새끼’였다는 생각을 하고, 나를 실습수업 지도에 대한 이상은 강하나 현실에 적응하지 못한 존재로 규정하였다. 향후 이 미운오리새끼는 변화가 더딘 학교현실을 인정하고, 다른 오리들과 화합하고 소통하며, 서로의 발전을 위해 살아가야 할 존재로 마무리 지었다. This study is autobiographical study on my experience of guidance integrated instruction in Affiliated School to the College of Education. I have given personal guidance to the integrated instruction teacher for 14 years in teaching practice college. This study’s method is Pinar(1975, 1994)’s 4 stages: regressive, progressive, analytical, synthetical. I described my life as guidance professor based on my article, lesson plan by made teacher, my comments, e-mail received by teacher, clips on instruction, proceedings of instruction conference etc.. I recollected my past events through back to the past based on theses materials and I suffered mental anguish on desirable existence of integrated instruction in the future. In these process, I realized I was the ‘ugly duckling’. Upcoming the Ugly Duckling should be live with communication to the teacher and be harmony to the organization school for more development each other.

2007년 개정 교육과정 통합교과 교과서 개발 경험에 대한 내러티브 탐구 : 세 초등교사 이야기

박한숙(Han-Sook Park) 한국교육방법학회 2009 교육방법연구 Vol.21 No.1

본 연구는 2007년 개정 교육과정 통합교과 국정 교과서를 개발하면서 집필에 참여한 세 명의 교사들의 교과서 개발 경험을 내러티브 형식으로 탐구한 사례이다. 본 연구에서는 국가수준 교과서를 이해하고 번역하여 교과서라는 형태로 만들어가는 과정에서 교사들이 어떤 경험을 하는지 알아보고 이 경험의 의미가 무엇인지 밝히고 국가수준 교과서를 집필하는 가운데 교사들이 느끼는 문제점이 무엇인지 생생한 현장 텍스트를 중심으로 살펴보았다. 본 연구는 반성적 저널, 인터뷰, 이메일, 대화 등의 방식으로 22개월 동안 자료가 수집되었고 ‘이야기하기’와 ‘다시 이야기하기’를 통하여 현장 텍스트가 구성되고 이를 바탕으로 반복적으로 나타나는 패턴, 줄거리, 주제 등을 찾아내어 연구 텍스트가 구성되었다. 연구 대상자로서는 경력 10년-16년 정도의 중견 교사를 선택하였고, 부설초등학교 근무 교사, 대학원 재학 교사, 일반 교사로 다양한 위치에서 활동하고 있는 사람들로 하였다. 연구 결과를 요약하면 다음과 같다, 국정 교과서 집필에 참여한 교사들은 교과서 개발을 위한 세미나, 토론, 연구 등으로 교육과정에 대한 보다 큰 안목과 조망을 가지게 되었다고 이야기한다. 그러나 이러한 큰 안목과 조망은 현실적인 여러 가지 한계와 제약에 부딪혀 개발 초기 열정과 적극성은 냉정과 소극성으로 변해간다. 그럼에도 불구하고 교사들은 ‘교실 바깥의 장소’와 ‘교실 안의 장소’에서 요구되는 역할의 차이를 인식하고 내러티브적 상호작용을 통하여 ‘전이 충격’을 완화하는 가운데 끝까지 통합교과 교과서 집필활동을 완성할 수 있도록 도왔다는데 본 연구의 의의가 있다. This study is the case study on teachers' experience on development of integrated textbook based on national level curriculum by narrative accounts. The method of this study was used the narrative inquiry which is the story to refer to anecdotes of specific situations and to refer to long-term life events. Narratives was structured quality of experience to be studied, and it names the pattern of inquiry for its study. Story refers to daily episodes which together and were shared through the lived experience with the teachers that were the essence of our studies. This case study was consisted of two parts. One is the field text as the narrative of teachers' real story about their experience of development of integrated textbook. The other is research text which was analyzed out from the field text including of teachers' story telling. The result of this study show that the teachers' experience of developing textbook based on national level curriculum make inside dimensions exaggerate on their competence of interpreting national level curriculum. Three teachers has a lot of dilemma and conflict with a person in grade charge of developing textbook and supervisor in the Ministry of Education. They have fitted their behavior and thinking to the surrounding consequently in developing textbook based on national level curriculum. In addition, the result showed that the narrative inquiry can be a useful method to reveal the teachers experience and to exploring field curriculum story and episodes.

초등학교 교사, 학부모 및 학생 인식에 근거한 교육공동체 개념 요인 탐색

박한숙(Park Han Sook),이대용(Lee Dae yong) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.8

본 연구의 목적은 초등학교에서 여러 가지 교육적 문제를 해결하기 위한 하나의 대안적 방법으로 제안되는 교육공동체 개념에 대하여 이론적 및 통계적 방법을 통한 요인 탐색을 하는 데 있다. 이를 위하여 먼저, 문헌고찰 및 전문가 협의를 통하여 교 육공동체 개념 요인을 추출하였다. 추출된 요인을 중심으로 45개의 설문문항을 구성하고, 초등학교 교사, 학부모와 학생 1,007명을 대상으로 설문을 실시하였다. 본 연구의 탐색적 및 확인적 요인분석을 통하여, 28개 문항의 4개의 요인이 탐색되었다. 즉 탐색된 4개의 요인은 ‘공유된 비전’, ‘민주적 참여’, ‘공동체적 협력’, ‘관계적 돌봄’ 등 이다. 본 연구의 결과는 초등학교 교육공동체를 형성하기 위한 실증적이고 실제적인 이론 정립에 기여할 것이다. The purpose of this study was to explore the conception of educational community based on empirical methods in teachers, parents and students on elementary schools. The study analyzed the existing theories of educational community and extracted items which can explain the model of educational community. In doing so, this study provided a better understanding of educational community in elementary school. 45 items for testing drawn by literature review were performed with 1,007 subjcts(teachers, parents and students) of elementary schools in B and K. Item data were analyzed by exploratory factor analysis and confirmatory factor analysis. As the result, it was shown that the conception of educational community consists of 4 factors through the factor analysis, that is shared vision, democratic participation, relational care, solidarity-based cooperation.

2007년 개정 교육과정 통합교과에서 ‘통합단원’ 운영과 지도에 대한 초등 교사의 내러티브 탐구

박한숙(Park, Han-Sook) 한국교육사상연구회 2010 敎育思想硏究 Vol.24 No.3

본 연구는 2007년 개정 교육과정 통합교과 교과서에 새로이 등장한 ‘통합단원’ 운영에 대해 세 명의 교사들의 경험을 내러티브 형식으로 탐구한 사례이다. 본 연구에서는 2007년 개정 교육과정 통합교과 교과서에서 제시된 ‘통합단원’을 운영하는데 있어 교사들이 어떤 경험을 하는지 알아보고 이 경험의 의미가 무엇인지 밝힌다. 아울러 통합단원을 운영하는 가운데 교사들이 느끼는 문제점이 무엇인지 생생한 현장 텍스트를 중심으로 살펴보았다. 본 연구는 인터뷰, 반성적 저널, 이메일, 대화 등의 방식으로 10개월간 자료가 수집되었고, ‘이야기하기’와 ‘다시 이야기하기’를 통해 현장텍스트가 구성되고 이를 바탕으로 반복적으로 나타나는 패턴, 줄거리, 주제 등을 찾아내어 연구 텍스트가 구성되었다. 연구 결과를 요약하면 다음과 같다. 통합단원을 처음 접하는 대부분의 교사들은 통합단원 수업을 어색해 하며 불편해 한다. 그러는 가운데 여러 가지 시행착오와 갈등을 접하며 학교관리자나 학부모들의 저항을 경험한다. 뿐만 아니라 통합단원 자체의 문제점을 경험하지만 연수나 참고 저서 등 그러한 문제점을 해결해 줄 수 있는 방안을 접하지 못한다. 그럼에도 불구하고 내러티브적 상호작용을 통하여 ‘전이 충격’을 완화하는 가운데, 이전 보다 적극적이고 안정적인 통합단원 운영을 모색하도록 도움을 주었다는데 본 연구의 의의가 있다. This study examines three primary teachers’ narrative accounts of implementing and running ‘integrated units’ in the integrated text book that is foundation of 2007 national curriculum. The method of this study was used the narrative which is the story to refer to anecdotes of specific situation and to refer to long-term life events. Data are collected and extracted from teacher journals, e-mail and half-structured face to face talk. The data are classified into domain and taxonomic analysis and a series of systematized events. This research was comprised of two parts. The first part dealt with “real” experience of the three neophytes, and the second part interpreted those experience from the field text including teachers’ story telling. This study offers some implementations for further examination of educational theories and practices in views of current research. First, the meeting of 'integrated units' is unfamiliar and awkward. The teachers have lived together with integrate units in clumsy and time-consuming. Second, teachers have experiences in which deputy momentous obstacle disturb implementation of integrated units and experience in which parent rap out a complaint. Third, teachers make through preparation for life which study deep into a integrated units beyond all conflict and trouble for implementing integrated units. It is needed more research based on teachers’ practical experience on designing and implementing integrated units to work normally between theoretical approach and practical management for integrated units.

‘즐거운 생활’ 교과에 나타난 다문화 교육 내용 분석

박한숙(Han-Sook PARK) 한국수산해양교육학회 2012 水産海洋敎育硏究 Vol.24 No.4

The purpose of this study is to analyze the ‘Pleasant Life’ textbook in the elementary school focused on the perspective of ethnocentrism and cultural relativism. The first- and second-grade textbook ‘Pleasant Life’ of the revised 2007 national curriculum was made to serve build up sound body and mind through activities and play together with different products and life culture which is associated with multicultural education. But in the global world that is changing to the multicultural area, the textbook ‘Pleasant Life’ has a tendency to not to be satisfied this current needs. The analysis criterion is made up six elements: understanding culture, self-identify, human equality, conquest of prejudice and collaboration. The results of analysis on contents related to the multicultural education in the elementary ‘Pleasant Life’ textbook for the 1st and 2nd grade are follows. The first, in the plenty of images and pictures, there are not diverse races in the textbook. Yellow race naturally command an overwhelming majority in the textbook images and pictures. Second, the ‘Pleasant Life’ has a few multicultural contents and if teacher would not have will for teaching multicultural contents, he can’t teach multicultural education. Third, ‘Pleasant Life’ textbook has overmuch ethnocentrism contents which is expressed traditional play and folk songs. These contents lead to exclusiveness for other culture to students. In conclusion, it is needed to grow concerns for multicultural education and the national curriculum should offer precise guidelines on the direction and standards of multicultural education.

2009 개정 창의적 체험활동에 관한 고등학교 교사들의 관심도 분석

박한숙(Han-Sook PARK) 한국수산해양교육학회 2013 水産海洋敎育硏究 Vol.25 No.4

The purpose of this study is to analyze on high school teachers stage of concern(SoC) on Creative-Experience Activity in 2009 revised national curriculum and investigate the improvements of their levels. The subjects for this study were 234 high school teachers through out all part of the Korea country. The instrument for this study was developed according to the Hall & Hord(2006)’s stage of concerns questionnaire of Stage of Concern. The Data were analyzed by Profiling of teachers concern and one-way ANOVA. The major findings of this study were as follows: First, 85.25% of the high school teachers were in stage of Awareness. 6.34% of teachers were in stage of Information. Most of high school teachers concern about Creative-Experience Activity was generally ‘non-user’ stage that unconcerned. Second, there were not significant differences in teachers stage of concern according to their sex and teaching career except for region. In region, the teacher in metropolis tent to interest getting new information than small and midium size city. We need to make an effort to transfer from ‘non-user’ stage to ‘early-user’ stage of and ‘impact’ stage. To do so, we may sublate too much curriculum revise and start teacher training for 2009 revised ‘creativity-experience activity’ curriculum. The result of the study provide that there are not curriculum implementation success without teachers concern about revised curriculum.

수업참여기술향상 프로그램이 학습습관 및 자기주도적 학습능력에 미치는 효과

박한숙 ( Han Sook Park ),조태순 ( Tae Soon Cho ) 한국초등교육학회 2009 초등교육연구 Vol.22 No.1

The purpose of this study is to find out what effect Improving Class-Participating Study Skills has on the study habits of lower graders elementary school students and Self-Directed Learning ability. The subjects of this study were two classes of second grade students at H elementary school in damyang guon, Jeollanamdo. Each class has 33 students with one as test group and the other as control group. The inspection tools include the study habits and the self-directed learning ability, and it carried out the preliminary inspection and post-inspection. In terms of data processing, it did perform statistical analysis through MANCOVA(Multiple Analysis of Variance and Covariance) on SPSS/Window 14.0. The result of this study is as follows. First, Programs for Improving Class-Participating is effective in study habits improvement of lower graders and subordinate elements, that is, attention behavior, study skills application behavior, self learning behavior made considerable improvement. Second, Programs for Improving Class-Participating is effective in self-directed learning ability and subordinate elements, that is, learning strategy, learning motive, learning identity made considerable improvement. Based on the result and conclusion of this study, suggestions aiming at a follow-up study are as follows. First, the exact result is difficult because only few students applied in the program. Second, We need to conduct more research for the improvement of the lower grades because the child`s early experience of failures.