영재교육 교사연수의 교사 전문성 신장에 대한 구조방정식 모형 = A Structural Equation Model on Relations between Inservice Teacher Training Program and Teacher Professionalism in Gifted Education

국문 초록 (Abstract)

본 연구는 한국교육개발원(KEDI)에서 추진해 온 영재교육 교사연수가 교사의 전문성 신장에 미치는 영향의 인과관계를 분석하기 위한 구조방정식 모형을 구안하는 데 목적을 두었다. 이를 위해 2005년 KEDI 영재교육 교사 연수에 참여한 489명 초․중등 수학, 과학교사를 대상으로 설문조사를 실시했다. 첫째, 응답자 250명(응답율 51.1%)의 영재교육 교사 전문성 측정 설문조사 및 PDQ(Professional Development Questionnaire; Bracken et al., 2004)에 대한 응답결과에 근거하여 2005년 KEDI 영재교육 교사연수의 특징적 요소를 분석한 후, 둘째, KEDI 영재교육 교사연수의 특징적 요소와 교사 전문성 요소와의 인과관계를 분석하여 구조방정식 모형을 제시했다. 연구 결과에서 산출한 구조방정식에 근거하여 내린 결론은 다음과 같다. KEDI 영재교육 교사연수의 특징적 요소들은 연수 성과에 긍정적 영향을 미치며, 또한 교사의 전문성에도 긍정적 영향을 미치는 것으로 나타났다. 따라서 KEDI 영재교육 교사연수는 영재교육 교사 전문성 신장에 도움이 되는 것으로 해석되었다.

다국어 초록 (Multilingual Abstract)

This research aims to develop a structural equation model on relation between KEDI inservice teacher training program and teacher professionalism in gifted education. Survey instruments were administered to 489 gifted education teachers of science and mathematics at elementary and secondary school levels who participated in 2005 KEDI inservice teachers training program in gifted education. The research methods include that characteristics of KEDI inservice teacher training program in gifted education were identified based on analysis of responses of 250 teachers (return rate 51.1%) to PDQ(Professional Development Questionnaire; Bracken et al., 2004). (2) A structural equation model was proposed regarding causal-effect relations between KEDI inservice teacher training program and teacher professionalism in gifted education. It was found that characteristics of KEDI inservice teacher training program positively influenced on KEDI program effect as well as teacher professional development.

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