수업전문성의 중요도와 실행도에 대한 초등교사의 인식

홍우림 ( Hong Woo Rim ) 서울교육대학교 초등교육연구원 2017 한국초등교육 Vol.28 No.2

This study identified elementary teachers` perception of teaching professionalism based on the perception that teacher professionalism is nothing but teaching professionalism. This study derived elements of teaching professionalism from previous studies, integrated and reduced them to be selected into four domains of professionalisms including Knowledge, teaching plan, teaching practice and practical knowledge with 65 sub-elements. This study collected data through conducting importance and performance tests for 65 sub-elements of teaching professionalism on the subjects of 140 elementary teachers, and conducted descriptive statistics, t-test and Importance-Performance Analysis (IPA). The results of this study were as follows. First, performing level was found to be low as compared with perception level for teaching professionalism. Second, Importance `knowledge` domain for text content and students was found to be the highest in Importance, and `teaching practice` domain was the highest in Performance. Third, Importance and Performance for `practical knowledge` domain were found to be the lowest, and especially, Importance and Performance of cooperation with parents or contribution to the community were low. Fourth, it is found that many elements were customarily performed without clear perception and understanding about importance of teaching professionalism, that is to say, there were many elements with low priority or excessive efforts that should be avoided. Fifth, elementary teachers were found to perceive teaching professionalism as teacher centered teaching rather than student centered teaching. Sixth, elementary teachers were found to think that there should be a prerequisite premise of establishment of emotional relationship with students for performance to demonstrate teaching professionalism. Through these conclusions, it is necessary to develop and implement appropriate training and education programs so that elementary teachers could show professionalism based on perception about importance of teaching professionalism, and it is suggested that these programs should be based on the logic of reflection in action where practical implementation follows theorization from reflective exploration not vice versa. Also, to obtain and develop teaching professionalism of elementary teachers, there should be future studies with regard to factors promoting or inhibiting development of teaching professionalism, cause of the difference between performance and execution, and strategies to reveal teaching professionalism.

유치원 교사의 수업전문성과 전문성지원환경간의 관계

윤진주 ( Jin Ju Youn ) 한국아동교육학회 2015 아동교육 Vol.24 No.2

The study is focused on how a kindergarten teachers`` teaching professionalism and teaching professionalism level are affected by teachers`` variable factors. Also, the study investigated the relationship between teaching professionalism and professionally supported environment.This study selected similar influential factors via certification process how professionally supported environment could affect kindergarten teachers`` teaching professionalism. Subjects were 202 kindergarten teachers`` in Jeonbuk and the measurement used for the study were The kindergarten teachers`` teaching professionalism (by Jin-ju Youn and Ji-young Kim, 2012) and The professionally supported environment (by Kum-larn Lee, 2004). The results are followings: First,teaching professionalism showed statistical differences based on teachers`` experience and age, type of teaching organization and kindergartener``s age. Second, there were positive relationship between teaching professionalism and professionally supported environment and especially showed close relationship with professionalism of teaching environment. Third, the most important influential factor for teaching professionalism was expectancy for teacher and preschooler. This study is important that it selected kindergarten teachers`` teaching professionalism and showed how important the organization should offer professionally supported environment to improve kindergarten teachers`` teaching professionalism.

초등 예비교사와 교사의 교직 전문성과 과학교수 전문성에 대한 인식

임희준 ( Hee Jun Lim ) 경북대학교 과학교육연구소 2013 과학교육연구지 Vol.37 No.3

This study investigated the preservice and inservice elementary teachers` perceptions on professionalism of teaching profession, professionalism of science teaching, and their self-efficacy on science teaching. For this study, 64 sophomore, 53 senior preservice teachers and 23 elementary teachers who were also graduate students were participated. The questionnaires consisted of 5 Likert scaled and descriptive items about the professionalism of teaching profession, professionalism of science teaching, and self-efficacy on science teaching. The results showed that some areas of the professionalism of teaching profession had significant differences between the grades in preservice teachers and/or inservice teachers. Most preservice teachers and teachers thought that they need to have professional ability, but not a few teachers thought it was not necessary to have professionalism of science teaching as a elementary teacher, even though their major was science education. The teachers who had higher perceptions on the needs of the professionalism of science teaching showed high self-efficacy on science teaching.

특수교사의 수업전문성 연구동향 분석

옥정달 한국특수교육교과교육학회 2023 특수교육교과교육연구 Vol.16 No.3

This study analyzed 28 papers related to the teaching professionalism of special education teachers published in domestic academic journals and dissertations from 2010 to the first half of 2023. The analysis was based on criteria such as publication year, research subjects, research methods, and research topics. The results are as follows: Research on the teaching professionalism of special education teachers has been consistently conducted since 2010 until 2022. The most common research method in teaching professionalism-related studies was survey research with 13 papers, followed by qualitative research with 7 papers, consultation journals with 4 papers, and development research and literature research with 2 papers each. In the first half of 2023, there were no studies conducted on teaching professionalism. The research subjects varied, including special education teachers, secondary special education teachers, elementary special education teachers, special education teachers in collaboration with general teachers, special education teachers in special classrooms, special education professionals, prospective special education teachers, and more. The research topics included enhancing teaching professionalism, factors influencing teaching professionalism, analysis of teaching professionalism, perception of teaching professionalism, teaching experience, exploration of teaching professionalism, improvement of teaching professionalism, and practical knowledge analysis. Based on these findings, the trends in research on the teaching professionalism of special education teachers were discussed.

보육실습 경험을 통한 예비유아교사의 교직 전문성에 대한 인식 변화

김남희 한국생태유아교육학회 2009 생태유아교육연구 Vol.8 No.4

This qualitative research aimed to identify the changes in pre-service teachers' perceptions of teaching professionalism through practical teaching experience in a child care center. The participants of the study were nine pre-service teachers. To achieve this study's purpose, data(interview contents, reflective journals, pictures, practice journals, and so on) were collected and categorized. Results showed that pre-service teachers experienced changes in terms of teaching professionalism. Before practical teaching, they recognized that teaching young children in a child care center did not constitute professionalism. But after practical teaching, they recognized that teaching young children in a child care center constituted professionalism. This change means that pre-service teachers are constructivists of practical knowledge and that teachers are creative specialists and are motivated internally. 본 연구는 4년제 예비유아교사들이 보육실습 경험을 통해 보육교사직에 대한 교직 전문성 인식이 어떻게 변화하는지를 살펴보고, 그 변화의 의미가 무엇인지를 알아보고자 하였다. 9명의 예비유아교사들과 실시한, 보육실습 전 면담과 실습 후 면담의 2회 면담자료, 실습동안 작성한 반성적 저널, 실습일지, 관찰노트 등을 심층적으로 검토하여 내용분석을 하였다. 연구결과에 따르면 예비유아교사들은 보육실습 전에는 보육교사직이 전문직이 아니며 아이들을 가르치는 교사이긴 하나 인정받지 못하는 교사라고 인식하였으나, 실습 경험을 통해 보육교사직은 다른 전문직에 비해 좀 더 힘든 전문직이며 보다 가치로운 전문직이고 교사 중에서도 진정한 교사라는 인식으로 변화하였다. 이러한 변화는 보육실습 경험을 통해 예비유아교사는 실천적 지식 구성자이고, 유아교사는 창조적 전문가이며, 내재적 동기에 의한 교육자라는 의미로 재해석되었다.

공사립유치원 교사의 일몰입과 수업전문성 간의 관계에서 교수몰입의 매개효과

송주연 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.23

The purpose of this study is to verify the mediating effects of teaching flow between work flow of the kindergarten teacher and the teaching professionalism. We selected kindergarten teachers in Busan, as the subjects of the study and conducted a questionnaire on work flow, teaching flow and teaching professionalism. Collected data were analyzed by Jamovi 1.6.1.0 version. The results of the data analysis were as follows: First, work flow of the kindergarten teacher had a direct effects on teaching flow and teaching flow had a direct effects on teaching professionalism. Second, teaching flow was found to have perfect mediating effects on the relationship between work flow and teaching professionalism. The kindergarten teacher’s teaching flow was found to be a meaningful predictor between the two concepts and it was confirmed that it had a perfect mediating effect. 본 연구는 공사립유치원교사의 일몰입과 수업전문성과의 관계에서 교수몰입의 매개효과를 알아보고자 하는 목적으로 실시되었다. 연구대상으로 유치원 교사 290명을 선정하였고 일몰입, 교수몰입, 수업전문성에 대한 설문조사를 실시하였다. 수집된 자료는 Jamovi 1.6.1.0 버전을 이용하여 일몰입, 수업전문성 간의 관계에서 교수몰입의 매개효과를 Jamovi Advanced Mediation Models(jAMM)로 검증하였다. 본 연구의 결과는 첫째, 유치원 교사의 일몰입은 교수몰입에 영향을 미치고, 교수몰입은 수업전문성에 영향을 미치는 것으로 나타났다. 둘째, 유치원 교사의 교수몰입은 일몰입과 수업전문성 사이에서 완전매개효과가 있는 것으로 확인되었다. 본 연구는 유치원 교사의 수업전문성과 일몰입, 교수몰입 간의 인과적 관계를 밝힘으로써 수업전문성을 높일 뿐만 아니라 일몰입과 교수몰입 변인의 중요성을 확인할 수 있는 계기가 될 것이라 판단한다.

심화기 단계 한국어 경력교사의 수업 전문성 발달 경험과 인식

이선영 이중언어학회 2018 이중언어학 Vol.73 No.-

본 연구의 목적은 10년 이상의 한국어 경력교사들이 가지고 있는 경험과 인식을 관찰하고 분석하여 이들 대상의 재교육 방안의 방향을 모색하는 데에 있다. 특히 본 연구는 한국어 교사가 효율적으로 수업을 운영하는 데에 있어 필수적으로 요구되는 능력인 수업 전문성 요인에 집중하였다. 이를 위해 본 연구에서는 국내 대학 부설 한국어교육기관에서 10년 이상의 근무 경력을 가진 4명의 교사를 대상으로 심층 면접을 시행하였다. 인터뷰 질문은 과거의 수업 전문성 계발과 관련한 교사 교육 경험, 현재의 자신의 수업 전문성에 대한 진단, 미래의 수업 전문성 계발에 대한 기대와 요구 등의 세 범주로 구성되었다. 인터뷰를 통해서 도출할 수 있었던 주요한 사항은 다음과 같다. 첫째, 교사들은 경력 초기에는 교육기관 주도의 교사교육을 통해서 수업 전문성을 향상시킬 수 있었다. 둘째, 교사들은 현재 자신의 수업 전문성은 경력 초기와 비교해 볼 때 크게 높아지지 않았다고 인식하고 있었다. 셋째, 교사들은 앞으로 자신의 수업 전문성이 더 향상될 것이라는 강한 확신을 갖고 있지는 않았으나, 모두 수업 전문성 계발을 위한 재교육에의 요구와 기대를 가지고 있었다. 본 연구의 4장에서는 이러한 인터뷰 결과를 바탕으로 심화기 단계에 있는 한국어 경력교사의 수업 전문성 계발을 위한 방안을 교사 개인 차원, 교육 기관 차원, 국가 기관 차원으로 나누어 제안하였다. The purpose of this study is to observe the experience and understanding of Korean teachers with more than 10 years of experience and to analyze the findings to seek an approach to take in re-educating these subjects. Especially, this study aimed to focus on the factor of ‘teaching professionalism’ which is a mandatory aspect required for Korean teachers to ensure an effective management of the lectures. In order to do this, we proceeded with depth interview on 4 teachers with more than 10 years of working experience in Korean Education Institution affiliated to local universities. The questionnaires consisted of three categories; experience in teacher education related to development of teaching professionalism in the past, self-analysis on current teaching professionalism, expectations and demand on development of teaching professionalism in future. The main facts evaluated from these interviews are as following. First, the teachers had been able to enhance the development of through teacher training organized by education institution earlier in their career. Second, teachers understand that their teaching professionalism is not significantly improved compared to the earlier stage of their career. Third, the teachers did not have a strong belief that their teaching professionalism will significantly improve but they all had high expectations and demands on re-education for their teaching professionalism development. The fourth chapter of this study suggests possible solutions for developing teaching professionalism for experienced Korean teachers at in-depth period based on the findings from depth interviews and divides these solutions into three different levels; individual teacher, educational institution, and governmental institution.

한국 교직의 전문직화 분석

하동엽(Ha, Dong Yeop),김갑성(Kim, Kap Sung) 한국교원교육학회 2021 한국교원교육연구 Vol.38 No.3

This study analyzed the historical changes in the Korean teaching profession from the perspective of professionalization. In order to analyze the Korean teaching profession from the point of view of professionalization, three ideological forms of the profession were devised by synthesizing various theories related to the profession, According to the three ideological forms, seven criteria were set for the analysis of the professionalization of the Korean teaching profession. As a result of the study, the Korean teaching profession went through 7 stages of professionalization from 1945 to 2020. The professionalization of the Korean teaching profession, along with the U.S. military government, was accompanied by the establishment of the direction of qualifications and qualifications, the enactment of the established direction, the emergence of a view of the teaching profession as a profession, the emergence of a collective professional development perspective, the rise of competition within the group for the creation of open selection, It proceeded in the order of strengthening the subjectivity of the teaching profession organization and increasing the number of groups participating in professionalization. Through historical changes, it was found that the barriers to entry for the Korean teaching profession were strengthened, the authority to perform duties was expanded, and the subjectivity of the teaching profession was gradually strengthened. besides, it was confirmed that it is necessary to reexamine whether Korean teaching profession is recognized as a professional profession. According to the research results, it was suggested as conditions for continuing professionalization such as the conversion of teacher qualifications to the national examination, the surface of the interests of training institutions, and the preparation of teaching profession organizations as members of governance. 이 연구는 한국 교직의 역사적 변화를 전문직화 관점에서 분석하였다. 한국 교직을 전문직화 관점에서 분석하기 위해 전문직과 관련한 다양한 이론을 종합하여 전문직의 이념형적 모습을 세 가지로 고안하였고, 세 가지의 이념형적 모습에 따라 한국 교직의 전문직화 분석 기준을 일곱 가지로 설정하였다. 한국 교직의 전문직화 분석결과 한국 교직은 1945년부터 2020년까지 총 7단계의 전문직화를 거쳐왔다. 한국 교직의 전문직화는 미 군정과 함께 자격과 자질의 방향성 설정, 설정된 방향성의 법제화, 전문직으로서 교직을 바라보는 시각의 등장, 집단적 전문성 개발 관점의 등장, 공개전형 탄생을 위한 집단 내 경쟁의 부각, 교직단체의 주체성 강화, 전문직화 참여 집단의 증가 순으로 진행하였다. 역사적 변화를 통해 한국 교직은 진입장벽이 강화되었고, 직무수행 권한이 확대되었으며, 교직단체의 주체성이 점점 강화되었다는 것을 발견하였다. 또한, 연구 결과를 통해 한국 교직의 전문직 인정 여부에 대한 재검토가 필요하다는 것을 확인하였다. 연구 결과를 바탕으로 교사 자격의 국가고시 전환 등의 배제성 강화 필요, 양성기관 이해관계의 표면화, 거버넌스 구성원으로서 교직단체의 준비 등을 계속되는 전문직화 조건으로 제언하였다.

유치원 교사의 교직 전문성 인식이 교수몰입과 교직헌신에 미치는 영향

신연정,전홍주 한국교원대학교 교육연구원 2018 敎員敎育 Vol.34 No.2

This study aims to analyze the effect of kindergarten teachers' perception of professionalism, teaching flow, and commitment to teaching. The research participants in this study were 303 kindergarten teachers employed in kindergartens in Seoul and the Gyeonggi area. The results of the study are as follows. First, kindergarten teachers were found to have a strong perception of their professionalism, teaching flow, and commitment to teaching. Second, there was a significantly positive correlation between the teachers' perception of professionalism and the teaching flow and commitment to teaching. In addition, the correlation between the teachers' perception of professionalism and teaching flow was found to be higher than the one between the teachers' perception of professionalism and commitment to teaching. Third, to be specific, as sub-factors of the perception of professionalism, teachers' operational and management skills, and education and care skills, have a meaningful impact on teaching flow, while communication skills and teachers' professional development skills impact the commitment to teaching. 본 연구에서는 유아교사의 교직 전문성 인식이 교사의 개인내적 특성인 교수몰입과 교직헌신에 미치는 영향을 규명하고자 유치원 교사 303명을 대상으로 조사연구를 실시하였다. 연구결과는 첫째, 유치원 교사는 자신의 교직 전문성, 교수몰입, 교직헌신에 대해 높게 인식하는 것으로 나타났다. 둘째, 유치원 교사의 교직 전문성 인식과 교수몰입 그리고 교직헌신 간에는 유의미한 정적 상관관계가 나타났으며, 교직 전문성 인식과 교직헌신보다 교직 전문성 인식과 교수몰입 간에 높은 상관이 있는 것으로 나타났다. 셋째, 교직 전문성 인식의 하위요인인 운영관리능력과 교육과 보호능력은 교수몰입에 의미 있는 영향력을 미쳤으며, 의사소통능력과 전문성 신장능력은 교직헌신에 의미 있는 영향력을 미쳤다. 이러한 결과는 교사의 전문성 인식 수준을 높이는 지원은 곧 교수몰입과 교직헌신에 긍정적인 영향을 미쳐 궁극적으로 유아교육의 질적 성장과 교사의 삶의 질을 높이는데 기여하게 될 것을 시사한다.

예비 보건교사의 교직선택 동기, 교사효능감, 교직수업 만족도 연구: 교직선택 동기 그룹별 비교를 중심으로

김보경,정선이,Kim, Bo Kyung,Joung, Sunei 한국학교ㆍ지역보건교육학회 2018 한국학교지역보건교육학회지 Vol.19 No.1

Purpose: The purpose of this study was to analyze the motivation of choosing a teaching profession, teacher efficacy, and satisfaction of teaching class of pre-health education teachers and compare the teacher efficacy, and satisfaction of teaching class by motivation of choosing a teaching profession group. Methods: The participants were 54 pre-health education teachers studying the teaching curriculum in 1 college located in S city. The collected data was analyzed with descriptive statistics, cluster analysis, ANOVA and Kruskal-Wallis using SPSS/WIN 21.0 program. Results: The average motivation of choosing a teaching profession, teacher efficacy, satisfaction of teaching class were above medium. After cluster analysis, 3 distinct groups emerged: motivation of choosing a teaching profession high group, motivation of choosing a teaching profession middle group, motivation of choosing a teaching profession low group. And the results showed significant differences in teacher efficacy, satisfaction of teaching class according to motivation of choosing a teaching profession group. Conclusion: The findings indicate that motivation of choosing a teaching profession affect the teacher efficacy, satisfaction of teaching class. Therefore It is necessary to identify the variables that influence motivation of choosing a teaching profession.