교사의 인식론적 신념과 교사효능감, 교수전략과의 관련성 탐구 = Secondary School Teacher"s Epistemological Beliefs and Their Relationship with Teacher Efficacy and Instrutional Strategies

다국어 초록 (Multilingual Abstract)

  The primary purpose of this study was two-fold. The first was to examine whether secondary teachers"epistemological beliefs vary according to gender and school grade levels, and the second was to investigate the relationships of epistemological beliefs with teacher efficacy and instructional strategies. A total of 372 secondary school teachers completed three self-report questionnaires: The Epistemological Beliefs Questionnaire(Chan & Elliott, 2004), The Teacher Efficacy Scale(Tschannen-Moran & Woolfork-Hoy, 2001), and The Patterns of Adaptive Learning Scales (Midgley et al., 2000). Results revealed that male teachers scored higher in the certainty of knowledge dimension than female teachers, whereas female teachers tended to hold stronger beliefs that knowledge is handed down from experts or authorities. Furthermore, teachers showed varying beliefs according to school grade levels, with high school teachers showing higher belief in the certainty of knowledge dimension than middle school teachers. In addition, regression analysis indicated that teachers who hold strong beliefs in effort/process of knowledge acquisition tend to show a higher level of teacher efficacy. Teachers who believe that knowledge acquisition is effortful, and that knowledge is certain and does not always come from authority or experts were more likely to employ a mastery approach to instruction, while those who believe that learning ability is fixed and knowledge is handed down by authority or expert were more likely to use a performance approach to instruction.

국문 초록 (Abstract)

  최근 인식론적 신념에 대한 관심과 연구가 증가하고 있다. 본 연구는 교수-학습 과정에서 주체적인 역할을 수행하는 현직 교사를 대상으로 그들의 인식론적 신념의 모습과 수준을 살펴보고, 교사효능감이나 교수전략 행동과는 어떠한 관련성을 형성하고 있는지를 경험적으로 탐색하고자 하였다. 경기도 소재 중ㆍ고등학교에 재직 중인 교사 372명을 대상으로 인식론적 신념, 교사효능감, 교수전략 행동을 측정하는 질문지를 실시하여 확인된 결과는 다음과 같다. 첫째, 우리나라 중ㆍ고등학교 교사들은 학습을 점진적인 과정을 보며 노력에 의존한다는 믿음이 강하였다. 반면 지식을 습득하는 것이 타고나는 고정된 능력이라는 신념, 지식은 전문가에 의해 전달되는 것이라는 신념, 지식의 성격은 확실한 것이라는 신념에서는 낮은 점수를 보임으로써 전반적으로 세련된 인식론적 신념을 가지고 있음을 확인할 수 있다. 둘째, 교사의 인식론적 신념의 하위차원은 교사효능감 및 교수행동에 대해 차별적인 기여도를 보여주었는데, ‘학습노력/과정’과 ‘지식의 확실성’에 대한 신념이 강할수록 숙달지향적 교수전략을 사용하며 교사효능감을 높이 지각하는 반면 ‘고정된 학습능력’과 ‘지식의 원천(권위/전문가 지식에 대한 믿음)’에 대한 신념이 강할수록 수행지향적 교수전략 행동을 많이 보이며 교사효능감을 낮게 지각하는 것으로 나타났다. 이상의 연구 결과들을 토대로 교사 교육과 관련한 이론적, 실제적 시사점들을 논의하고 있다.

목차 (Table of Contents)

• 요약
  Ⅰ. 서론
  Ⅱ. 이론적 배경
  Ⅲ. 연구방법
  Ⅳ. 연구결과
  Ⅴ. 논의 및 결론
  참고문헌
  Abstract
  

참고문헌 (Reference)

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