초등교사들의 개인적 과학교수 효능감과 결과에 대한 기대감의 예측변인 = Predictor Variables for Personal Science Teaching Efficacy and Science Teaching Outcome Expectancy of Practicing Elementary Teachers

국문 초록 (Abstract)

교사는 학생들이 접하는 학교교육의 환경 중 가장 중요한 요인으로 학생들의 여러 가지 지적, 정의적 변인에 지대한 영향을 미친다. 특히 교사는 학생들의 학업능력과 학업성취도를 향상시키는 가장 중요한 요인으로서 교육활동의 중심 역할을 하고 있다(조현주, 2004). 전 세계적으로 많은 나라들이 국가적 차원의 다양한 교육개혁을 추진하고 있으며 그 중에서도 교사교육 개혁은 가장 중요한 개혁의 이슈가 되고 있다(유현숙, 2002; NRC, 2001). 교육현장에서 학생들과 직접적인 연관이 있는 것은 교사이므로 교육개혁의 실천은 교사교육 변화에 주력을 다해야 하며, 현재 교사교육이 지향해야 될 방향은 교육현장에서 가장 중요한 요인인 교사의 자질과 전문성 향상을 중심으로 시도되어야 한다(김병찬, 2000; 유현숙, 2000; 정태범, 2000; NRC, 2001). 최근 교사의 자질과 전문성에 대한 연구에 의하면 교사들의 자질과 전문성을 향상시키려면 교사의 신념의 변화를 위한 교사교육이 필요하다고 주장한다(홍성일 외, 1995; Ball & Cohen, 1999; Loucks-Horsley, Hewson, Love, & Stiles, 1998; NRC, 2001).

다국어 초록 (Multilingual Abstract)

The purpose of study was to investigate the significant predictors for explaining personal science teaching efficacy and science teaching outcome expectancy of practicing elementary school teachers. The K-STEBI (Korean Science Teaching Efficacy Beliefs Instrument) was used to measure elementary teachers\ personal science teaching efficacy and science teaching outcome expectancy. A questionnaire was also used to identify the information as to significant predictors of elementary teachers\ personal science teaching efficacy and science teaching outcome expectancy. It consists of 9 questions regarding 1) the teachers\ degree, 2) their number of years of teaching, 3) the number of high school science courses, 4) the number of college science courses, 5) the number of college science methods courses, 6) their choice of teaching science, 7) their use of activity-based instruction, 8) their self-rating in science teaching, and 9) their attitudes toward teaching science. A sample of 275 practicing elementary teachers participated in this study. To determine statistically significant predictors, Pearson\ s correlation coefficient and multiple regression methods were used to analyze the results. The results showed that the significant predictors of practicing elementary teachers\ personal science teaching efficacy were their degree, their number of years of teaching, the number of high school science courses taken, their self-rating in science teaching, and their attitudes toward teaching science. The significant predictors of practicing elementary teachers\ science teaching outcome expectancy was their attitudes toward teaching science. Further research of how teachers develop their efficacy and outcome expectancy in science teaching with the significant predictors is recommended especially through the use of varied research methodologies that include qualitative methods. Discussions based on the results and suggestions for future research were presented.

목차 (Table of Contents)

• I. 서론
• II. 이론적 배경
• III. 연구 방법
• IV. 연구 결과
• V. 결론 및 논의