동료 교사의 수업평가에서 발견되는 수업평가의 실제적 기준 = Teaching Evaluation Criteria Found in Peer Evaluation of Classroom Teaching

다국어 초록 (Multilingual Abstract)

This study was intended to answer tow questions: 1)What are the teaching evaluation criteria used in peer evaluation of classroom teaching; 2) What can the results say about the teaching performance of teachers? 53 teachers who were taking `teaching method` course participated in the study. They were asked to videotape on hour of their own classroom teaching as naturally as possible. And then, teachers who teach same subject watched 2-5 video tapes of their peers and wrote one evaluation paper for each classroom teaching. Good and bad they mentioned were then classified initially according to the effective teaching behavirors found in teacher effectiveness studies and method books. When cases seems to be awkward to be classified by the initial classification system, new categories were added. So did the classification process until the classification reliablility reached to over 80. As a result, followings were found: Firstly, the evaluation criteria(categories) reached 18 including followings; checking homeworks; checking understanding of previous lesson; using materials and activities for interests and attention; choosing and sequencing content, learning materials and activities; student centered teaching and participation; frequent summary and giving opportunities of repetitive practice; structured writing on balckboard; individualized teaching; questioning; feedback; speaking and voice; teacher`s attitude; classroom climate; classroom environment; summary, evaluation, and explaning coming lesson. In additon, performace level of each teaching function could be inferred. Teaching behaviors, such as giving objectives, using techniques for interests and attention, structured writing on blackboard, feedback, inducing participation were more commented in good part while speaking and voice, questioning, getting attention, checking understanding previous lesson, selecting content and activities were more frequently mentioned in bad points. These results imply that the teachers` practical knowledge is more concrete in form and more various in content than what we find in book. Various contents experssed in evaluation paper also can be a data to be used for exploring concept maps related to teaching.