교육과정 실행 변화 과정에 나타난 초등교사의 신념 변화와 그 요인에 관한 사례 연구 = A case study on changes in elementary teacher`s beliefs and curriculum implementation

다국어 초록 (Multilingual Abstract)

This study examined changes in an elementary teacher`s beliefs about teaching and learning mathematics and curriculum implementation. Especially, it investigated factors influencing the changes in the teacher`s beliefs. The teacher had more than 20 year teaching experiences and implemented the new curriculum, Elementary Mathematics Curriculum for Promoting Creativity. The teacher was interviewed and observed to examine how different her curriculum implementation and beliefs were between the first year and the second year implementations. The results showed that the teacher`s curriculum implementation and beliefs were different between years. Her implementation was changed from superficial implementation to deeper implementation. Also, her beliefs about teaching and learning mathematics was changed from drill and practice focused instruction to thinking focused instruction. Two main factors was identified to influence changes in the teacher`s beliefs. The first factor was her learning opportunities to understand the curriculum and mathematics(more indirect factor). The second factor was her previous implementation experience(more direct factor). Her beliefs were changed by experiencing that the new curriculum had strongly influenced her students` attitude toward mathematics, their mathematics achievement, and effects of the new curriculum on all students. Based on the results, this study discussed implications for helping eachers` curriculum implementation by changing their beliefs about teaching and learning mathematics.

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