현장 교사의 수업모형: 수업에 대한 교사의 사고 경향 = Teachers` Models on the Classroom Instruction

다국어 초록 (Multilingual Abstract)

The study aimed to pursue korean teachers`` models on the classroom instruction The teachers`` models on the classroom instruction mean teachers`` theories or teachers`` thinking on the classroom instruction in research areas. Teachers`` models on the classroom instruction were conceptualized as particular combinations of the four thinking orientations situational, pers anal, experiential, and theoretical orientation (Elbaz, 1981). The research problems were 1) are there any differences in teachers`` thinking about the instruction general among different teacher groups in VIew of sex, age, school location, school level, school size, subject area, teaching experience, and academic background? 2) are there any differences in teachers`` thinking about the specific instructional area(instructional planning, practice, and management) among different teacher groups in view of age, school location, school level, school size, subject area, teaching experience, and academic background? An instrument to measure teachers`` thinking orientations toward classroom instruction was developed. It includes a total of 77 items to ask teachers`` opinions about instructional planning, practice, and management. A total of 445 korean teachers in the Chung chung area responded to the questionaire. Teachers`` thinking orientations toward classroom instruction were compared among the groups in terms of sex, age, school location, school level, school size, subject area, teaching experiences, and academic background. Major findings can be summarized as follows 1) teachers`` models on the instruction were different among teachers`` different age groups, the teacher groups with different teaching experiences, the teacher groups working in different school locations, and the teacher groups teaching different subject areas, 2) what makes significantly age group difference in the models on the instruction general was situational and theoretical orientations while what makes the group difference III the instructional practice situational orientation, and what makes the group difference III the instructional management situational and personal orientations, 3) what makes significantly the group difference of teaching expenences in the models on the instruction general was personal orientation while what makes the group difference III the instructional management situational, personal, and experiential orientations, 4) what makes significantly the group difference of school locations in the models on the instruction general and the instructional management was situational and personal orientations, 5) what maks significantly the group difference of teachers`` subject areas in the models on the instruction general was theoretical orientation while what makes the group difference in the instructional planning situational and experiential orientation, and what makes the group differencem the instructional practice situational orientation. Discussions were made mterms of 1) the research findings`` relevance to common senses, 2) significant contribution of the situational orientation to explaining in the contents of teachers`` models on the instruction, 3) importance of age factor including teaching expenences when explaining teachers`` models, 4) limitation of the research findings to generalization due sampling. Lastly, implications of research were itemized for res tearchers and educational policy makers.