멘토링을 통한 초임중등과학교사의 탐구지향적 교수실행 변화

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the change of beginning science teachers' inquiry-oriented teaching practice through mentoring program.
Participants in this study are three mentor teachers and three mentee teachers. Three mentee teachers are middle school science teachers who have less than four years teaching experience. Also three science teachers participated in it as mentors, who have more than twelve years teaching experience. They gave advice and consultations to mentee teachers. We collected data such as video recordings of mentee teachers' classes, lesson plans, recordings of one to one mentoring and RTOP class observation reports. Mentor teachers observed and analyzed five classes of each mentee-teacher. RTOP(The Reformed Teaching Observation Protocol) developed by ACEPT(The Arizona Collaborative for Excellence in the Preparation of Teachers) was used to analyze the teaching practice on each science class.
Before the mentoring program, mentee teachers' teaching was more focused on concept-oriented and teacher-oriented. They rarely used inquiry-elements including prediction, reasoning, hypothesizing and students were not actively engaged in communicative interactions in a classroom. But during the mentoring program, mentee teachers recognized and responded to student diversity and encouraged all students to participate fully in science learning. Mentee teachers' teaching has changed towards students- oriented, teachers and students collaborated in pursuit of ideas, and students often initiated new activities relevant to an inquiry.
As a result, this mentoring program provided for mentee teachers that the opportunities to reflect on their own teaching and reform their classes. The results show that school-centered mentoring program is very helpful to enhance beginning science teachers' inquiry-oriented teaching ability.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 . 1
• 2. 연구문제 . 4
• 3. 용어정의 . 4
• Ⅱ. 이론적 배경 6
• 1. 멘토링 6
• 가. 멘토링의 의미 6
• 나. 멘토링을 통한 초임교사의 입문교육 사례 7
• 다. 멘토링의 내용과 방법 8
• 라. 멘토의 역할 . 10
• 2. 초임교사
• 가. 교사발달단계에서의 초임교사 특징 12
• 나. 초임교사의 전문성 개발 14
• 3. 과학탐구
• 가. 과학교육에서 탐구의 의미 16
• 나. 과학탐구의 요소 및 수준 18
• 다. 과학탐구에 대한 교사의 역할 22
• Ⅲ. 연구방법 및 절차 24
• 1. 연구 절차 24
• 2. 연구 방법 25
• 가. 연구 참여자 25
• 나. 자료 수집 . 26
• 다. 자료 분석 . 28
• 라. 분석한 수업 차시의 내용 33
• Ⅳ. 연구결과 35
• 1. 멘토링 전 초임중등과학교사의 수업 특징 35
• 가. ST1교사의 수업에 나타난 탐구지향적 교수실행 . 35
• 나. ST2교사의 수업에 나타난 탐구지향적 교수실행 . 38
• 다. ST3교사의 수업에 나타난 탐구지향적 교수실행 . 41
• 2. 멘토링을 통한 수업변화 44
• 가. 1차 멘토링 후 수업 44
• 나. 2차 멘토링 후 수업 53
• 다. 3차 멘토링 후 수업 62
• 라. 4차 멘토링 후 수업 71
• 3. 멘티교사별 수업변화 80
• Ⅴ. 요약, 결론 및 제언 86
• 1. 요약 86
• 2. 결론 88
• 3. 제언 90
• 참고문헌 92
• ABSTRACT . 104