실행의 깊이에 따른 교사신념 및 지식과 교육과정 실행 간의 관계: 초등 사회과 수행평가를 중심으로 = The Relationships between Elementary Teachers` Beliefs and Knowledge and Their Curriculum Implementation in Terms of Depth of Implementation: Focusing on Implementation of Performance Assessment in Social Studies

다국어 초록 (Multilingual Abstract)

This study first examined the relationships between elementary teachers` beliefs and knowledge and their implementation in terms of depth of implementation (superficial implementation vs deep implementation). Then, the study investigated whether these relationship differed according to years of teaching experiences. To provide answers to these research questions, this study examined elementary teachers` implementation of performance assessment in social studies. The sample for this study comprised 700 elementary teachers and data were gathered via a questionnaire. Correlational analysis and multiple regression were run and the results were as follows. First, the relationships between teachers` beliefs and knowledge and their implementation differed according to depth of implementation. While the relationships between teachers` beliefs and their implementation became smaller according to depth of implementation, the relationships among teachers` knowledge and their implementation became larger. Second, the influences of teachers` beliefs and knowledge on superficial implementation (formats of assessment) were similar but the influences on deep implementation(cognitive demands and purposes of assessment) were different. Teachers` knowledge had a larger influence on deep implementation than teachers` beliefs. Third, the relationship patterns among teachers` beliefs and knowledge and their implementation differed according to years of teaching experiences. Based on these results, this study discussed implications for supporting teachers` deep implementation.