교사학습공동체 수준에 따른 사회과 교수-학습활동에 대한 연구 = A Study on the Influence of Professional Learning Community on Elementary Teachers` Social Studies Instruction

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the influence of professional learning community(PLC) on elementary teachers` social studies instruction. Two central research questions were examined. The first question was whether there were significant differences in teachers` instructional practices(teacher-centered and learner-centered instruction) among three levels of PLC based on the percentile scores(25% percentile, 50% percentile, and 75 percentile). The second question was whether influences of PLC differed depending on teachers` background variables(years of teaching experiences, degree level, and gender). The sample for this study comprised 700 elementary teachers working in the third to sixth grades. Data was gathered via a questionnaire. Results, based on one-way analysis of variance, indicated significant mean differences in teachers` learner-centered instruction among three levels of PLC. However, insignificant mean differences in teacher-centered instructional practices were found among three levels of PLC. This study also found that the influences of PLC on teachers` learner-centered instruction differed, depending on teachers` background variables. This study shows the importance of PLC in helping teachers to better implement student-centered instruction suggested by the 7th national curriculum. This study has implications for policy makers, administrators, and teachers concerned with teacher development for reform purposes.

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