초등 현직교사와 예비교사의 인식론적 신념과 좋은 교사, 좋은 수업, 수업방법 결정요인 비교 = Epistemological beliefs and perspectives about good teacher and good instructional practices between in-service and pre-service teachers

국문 초록 (Abstract)

이 연구의 목적은 초등 현직교사와 예비교사의 인식론적 신념과 좋은 교사, 좋은 수업, 수업방법관에 차이가 있는지를 분석하는 것이다. G시 초등 현직교사 137명과 교육대학교 163명의 학생을 대상으로 설문조사를 했다. 현직교사와 예비교사의 인식론적 신념에는 유의미한 차이가 있었다. 예비교사는 교사에 비해 지식의 가변성, 다양한 지식의 원천, 학습자에 의한 점진적인 학습에 대한 인식론적 신념이 높았다. 교사는 교육경력이 많아질수록 절대적 권위에 의한 확실한 지식과 타고난 능력을 더 믿는 것으로 나타났다. 예비교사는 연령이 높아질수록 지식의 확실성과 학습능력에 대한 신념이 더욱 세련되었다. 현직교사와 예비교사 모두 ‘학생을 이해하고 존중하는 선생님’을 좋은 교사로, ‘학생들에게 참여 기회를 부여하여 지식을 재구성할 수 있는 수업’을 좋은 수업으로 인식했다. 교사와 예비교사 교육에 자신의 인식론적 신념 체계를 이해하고 좋은 교사, 좋은 수업에 대한 비판적 사고를 할 수 있는 프로그램을 제공할 필요가 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the relationship between in-service and pre-service teachers' epistemological beliefs(EB), good teacher, good instructional practices and the reason of teaching method selection. Subjects were 137 teachers and 167 students attending university of education in G city. Participants had to fill-out a questionnaire concerning EB, good teachers and good instructional practices. There was a significant difference between in-service and pre-service teachers' EB. Pre-service teachers more believed changeable knowledge, various knowledge sources, progressive learning by learners than in-service teachers. On the other hand, in-service teachers had more prefer diverse teaching methods to pre-service teachers. There were significant differences in good teacher and the reason of teaching method selection. Both groups selected person who are able to understand and respect students as a good teacher. They also believed constructivist learning is a good instructional practices. A job training program and modeling of senior teacher and colleagues had a significant selection on teacher's teaching method selection. Past educational experiences or students teaching training was an important variable to select pre-service teachers' teaching method. These results would provide the necessity of educational program to understand their EB in teacher education.

목차 (Table of Contents)

• 요약
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구 결과
• Ⅴ. 논의 및 결론
• 참고문헌
• ABSTRACT

참고문헌 (Reference)

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