The primary purpose of this study was two-fold. The first was to examine whether secondary teachers"epistemological beliefs vary according to gender and school grade levels, and the second was to investigate the relationships of epist...
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https://www.riss.kr/link?id=A76444847
2008
-
370
KCI등재
학술저널
1-20(20쪽)
33
0
상세조회0
다운로드다국어 초록 (Multilingual Abstract)
The primary purpose of this study was two-fold. The first was to examine whether secondary teachers"epistemological beliefs vary according to gender and school grade levels, and the second was to investigate the relationships of epist...
The primary purpose of this study was two-fold. The first was to examine whether secondary teachers"epistemological beliefs vary according to gender and school grade levels, and the second was to investigate the relationships of epistemological beliefs with teacher efficacy and instructional strategies. A total of 372 secondary school teachers completed three self-report questionnaires: The Epistemological Beliefs Questionnaire(Chan & Elliott, 2004), The Teacher Efficacy Scale(Tschannen-Moran & Woolfork-Hoy, 2001), and The Patterns of Adaptive Learning Scales (Midgley et al., 2000). Results revealed that male teachers scored higher in the certainty of knowledge dimension than female teachers, whereas female teachers tended to hold stronger beliefs that knowledge is handed down from experts or authorities. Furthermore, teachers showed varying beliefs according to school grade levels, with high school teachers showing higher belief in the certainty of knowledge dimension than middle school teachers. In addition, regression analysis indicated that teachers who hold strong beliefs in effort/process of knowledge acquisition tend to show a higher level of teacher efficacy. Teachers who believe that knowledge acquisition is effortful, and that knowledge is certain and does not always come from authority or experts were more likely to employ a mastery approach to instruction, while those who believe that learning ability is fixed and knowledge is handed down by authority or expert were more likely to use a performance approach to instruction.
국문 초록 (Abstract)
최근 인식론적 신념에 대한 관심과 연구가 증가하고 있다. 본 연구는 교수-학습 과정에서 주체적인 역할을 수행하는 현직 교사를 대상으로 그들의 인식론적 신념의 모습과 수준을 ...
최근 인식론적 신념에 대한 관심과 연구가 증가하고 있다. 본 연구는 교수-학습 과정에서 주체적인 역할을 수행하는 현직 교사를 대상으로 그들의 인식론적 신념의 모습과 수준을 살펴보고, 교사효능감이나 교수전략 행동과는 어떠한 관련성을 형성하고 있는지를 경험적으로 탐색하고자 하였다. 경기도 소재 중ㆍ고등학교에 재직 중인 교사 372명을 대상으로 인식론적 신념, 교사효능감, 교수전략 행동을 측정하는 질문지를 실시하여 확인된 결과는 다음과 같다. 첫째, 우리나라 중ㆍ고등학교 교사들은 학습을 점진적인 과정을 보며 노력에 의존한다는 믿음이 강하였다. 반면 지식을 습득하는 것이 타고나는 고정된 능력이라는 신념, 지식은 전문가에 의해 전달되는 것이라는 신념, 지식의 성격은 확실한 것이라는 신념에서는 낮은 점수를 보임으로써 전반적으로 세련된 인식론적 신념을 가지고 있음을 확인할 수 있다. 둘째, 교사의 인식론적 신념의 하위차원은 교사효능감 및 교수행동에 대해 차별적인 기여도를 보여주었는데, ‘학습노력/과정’과 ‘지식의 확실성’에 대한 신념이 강할수록 숙달지향적 교수전략을 사용하며 교사효능감을 높이 지각하는 반면 ‘고정된 학습능력’과 ‘지식의 원천(권위/전문가 지식에 대한 믿음)’에 대한 신념이 강할수록 수행지향적 교수전략 행동을 많이 보이며 교사효능감을 낮게 지각하는 것으로 나타났다. 이상의 연구 결과들을 토대로 교사 교육과 관련한 이론적, 실제적 시사점들을 논의하고 있다.
목차 (Table of Contents)
참고문헌 (Reference)
1 이주연,백성혜, "초등학생의 과학에 대한 인식론적 신념과 학습자 특성과의 관련성 분석" 25 (25): 167-178, 2006
2 김경연, "개인변인에 따른 교사들의 다차원적 인식론적 신념과 교수-학습관 간의 관계" 교육문제연구소 (26) : 205-230, 2006
3 Schoenfeld, A. H, "When good teaching leads to bad results: the disasters of "well-taught"mathematics courses" 23 : 145-166, 1988
4 Feimar-Nemser, S, "The first year of teacher preparation: Transition to pedagogical thinking" 18 : 239-256, 1987
5 Hofer, B. K, "The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning" 67 : 88-140, 1997
6 Schommer, M, "The development of epistemological beliefs among secondary students: A longitudinal study" 89 : 37-40, 1997
7 Schraw, G, "Teachers' epistemological world views and educational practice" 8 : 99-148, 2002
8 Tshannen-Moran, M, "Teacher efficacy: capturing an elusive construct" 17 : 783-805, 2001
9 Garrett-Ingram, C, "Something to believe in: the relationship between epistemological beliefs and study strategies" The American Educational Research Association 1997
10 Chan, K. W, "Relational analysis of personal epistemology and conceptions about teaching and learning" 20 : 817-831, 2004
1 이주연,백성혜, "초등학생의 과학에 대한 인식론적 신념과 학습자 특성과의 관련성 분석" 25 (25): 167-178, 2006
2 김경연, "개인변인에 따른 교사들의 다차원적 인식론적 신념과 교수-학습관 간의 관계" 교육문제연구소 (26) : 205-230, 2006
3 Schoenfeld, A. H, "When good teaching leads to bad results: the disasters of "well-taught"mathematics courses" 23 : 145-166, 1988
4 Feimar-Nemser, S, "The first year of teacher preparation: Transition to pedagogical thinking" 18 : 239-256, 1987
5 Hofer, B. K, "The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning" 67 : 88-140, 1997
6 Schommer, M, "The development of epistemological beliefs among secondary students: A longitudinal study" 89 : 37-40, 1997
7 Schraw, G, "Teachers' epistemological world views and educational practice" 8 : 99-148, 2002
8 Tshannen-Moran, M, "Teacher efficacy: capturing an elusive construct" 17 : 783-805, 2001
9 Garrett-Ingram, C, "Something to believe in: the relationship between epistemological beliefs and study strategies" The American Educational Research Association 1997
10 Chan, K. W, "Relational analysis of personal epistemology and conceptions about teaching and learning" 20 : 817-831, 2004
11 Perry, W. G, "Patterns of development in thought and values of students in a liberal arts college: A validation of a scheme. Cambridge, MA: Bureau of study, Counsel, Harvard University (ERIC Document Reproduction Service No. ED024315)"
12 Ryan, M. P, "Monitoring text comprehension: individual differences in epistemological standards" 76 : 248-258, 1984
13 Midgley, C, "Manual for the Patterns of Adaptive Learning Scales" University of Michigan 2000
14 Ashton, P. T, "Making a difference:teachers' sense of efficacy and student achievement" Longman 1986
15 Hofer, B. K, "Introduction: Paradigmatic approaches to personal epistemology" 39 : 1-3, 2004
16 DeBacker, T. K, "Influence on cognitive engagement: Epistemological beliefs and need for closure" 76 : 535-551, 2006
17 Glenberg, A. M, "Inexpert calibration of comprehension" 10 : 597-602, 1987
18 Chan, K. W, "Exploratory study of hong kong teacher education students' epistemological beliefs:cultural perspectives and implications on beliefs research.Contemporary Educational" 27 : 392-414, 2002
19 Schommer, M, "Epistemological development and academic performance among secondary students" 85 (85): 406-411, 1993
20 Schommer, M, "Epistemological beliefs of and mathematical text comprehension: believing it is simple does not make it so" 84 (84): 435-443, 1992
21 Paulsen, M. B, "Epistemological beliefs and self-regulated learning. Journal of Staff" 16 : 83-91, 1999
22 Hashweh, M. Z, "Effects of science teachers' epistemological beliefs in teaching" 33 (33): 47-63, 1996
23 Schommer, M, "Effects of beliefs about the nature of knowledge on comprehension" 82 (82): 498-504, 1990
24 Hofer, B. K, "Dimensionality and discipline differeces in personal epistemology" 25 : 378-405, 2000
25 Schraw, G, "Development and validation of the epistemic belief inventory (EBI), Personal epistemology: The psychology of beliefs about knowledge and knowing" Lawrence Erlbaum Associates. Inc 2002
26 Schoenfeld, A. H, "Beyond the purely cognitive: belief systems, social cognitions, and metacognitions as driving forces in intellectual performance" 7 : 329-363, 1983
27 Buehl, M. M, "Beliefs about academic knowledge.Educational Psyhoclogy" 13 (13): 385-418, 2001
28 Kang, N. H, "An investigation of secondary school sicence teachers' beliefs about and the practices of hands-on activities. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA"
29 Dweck, C. S, "A social-cognitive approach to motivation and personality" 95 : 256-273, 1988
IB 교육과정이 우리나라 고등학교 선택중심 교육과정의 편성과 운영에 주는 시사점 탐색
학술지 이력
연월일 | 이력구분 | 이력상세 | 등재구분 |
---|---|---|---|
2026 | 평가예정 | 재인증평가 신청대상 (재인증) | |
2020-01-01 | 평가 | 등재학술지 유지 (재인증) | |
2017-01-01 | 평가 | 등재학술지 유지 (계속평가) | |
2015-03-18 | 학회명변경 | 영문명 : 미등록 -> The Journal of Yeolin Education | |
2013-01-01 | 평가 | 등재학술지 유지 (등재유지) | |
2010-01-01 | 평가 | 등재학술지 유지 (등재유지) | |
2008-01-01 | 평가 | 등재학술지 유지 (등재유지) | |
2005-01-01 | 평가 | 등재학술지 선정 (등재후보2차) | |
2004-01-01 | 평가 | 등재후보 1차 PASS (등재후보1차) | |
2003-01-01 | 평가 | 등재후보학술지 선정 (신규평가) |
학술지 인용정보
기준연도 | WOS-KCI 통합IF(2년) | KCIF(2년) | KCIF(3년) |
---|---|---|---|
2016 | 1.54 | 1.54 | 1.6 |
KCIF(4년) | KCIF(5년) | 중심성지수(3년) | 즉시성지수 |
1.65 | 1.7 | 1.914 | 0.5 |