실천공학 교수법 : 21C 대학교육 패러다임에 적합한 교수법에 관한 연구

박춘명 ( Chun Myoung Park ) 한국실천공학교육학회 2012 실천공학교육논문지 Vol.4 No.1

This paper present a teaching method of 21C University Education Paradigm after survey the earlier several effective teaching methods. We discuss the efficient pre-teaching, also we propose several teaching methods for really teaching. And we discuss the efficient ending of teaching. They are as following. : lesson configuration, good usage for first time of teaching, pleasant face-to-face talk, teaching techniques check list, question method, caution item when the teaching ending, etc. Also, we propose the method of ending techniques for teaching ending time. The proposed teaching method is the most efficiency in case of using selective the above mentioned several efficient teaching method.

마이크로티칭이 영어 수업수행능력에 미치는 영향에 대한 중등영어 예비교사의 인식 및 수업활동 분석

최재호 팬코리아영어교육학회 2019 영어교육연구 Vol.31 No.2

Micro-teaching, a simplified version of classroom teaching, is an effective instructional method in teacher education, which focuses on specific teaching skills integrating theories and practices of teaching. This study examines the effects of micro-teaching on teaching competence by sub-categories of the competence, and analyzes the practices of feedback and pre-service teachers’ perception of usability of two types of feedback: teacher feedback and peer feedback. In total, forty one pre-service teachers participated in a survey study from English education department at a university in Seoul. The survey consists of 21 questions about their perceptions of the effects of micro-teaching, the usability of learning activities, and their practices of feedback activities. The results revealed that pre-service teachers mostly agreed the positive effects of microteaching to enhance English teaching competence. However, there were significant differences in perceived effects between sub-categories of teaching competence. In addition, the pre-service teachers perceived the usability of learning activities in micro-teaching differently across the activities. In terms of prediction of feedback activities, the level of perceived usability of feedback is the most influencing factor. Implications of the findings and suggestions for further studies are presented.

중등 현직 교사의 교직 선택 동기 및 헌신 연구

강미옥 ( Kang Mi-ok ),박빛나라 ( Park Bitnara Jasmine ),이정애 ( Lee Jeong-ae ) 부산대학교 과학교육연구소 2019 교사교육연구 Vol.58 No.1

This study validated the underlying factor structure of the Factors Influencing Teaching (FIT)-Choice survey (Watt & Richardson, 2007, 2008) and the Three-component Model of Organizational Commitment (Allen & Meyer, 1990, 1991) in the South Korean context. Using these models, we extracted and validated 12 factors that represented 493 secondary in-service teachers’ choice of teaching as a career and her/his commitment to teaching: (1) aptitude for teaching (self-perception of teaching abilities), (2) social influence, (3) task return (salary and benefits), (4) teaching as an alternative choice, (5) prior teaching experience, (6) task demand (high demand and complexity), (7) negative factors (fallback), (8) affective commitment (teaching), (9) affective commitment (school), (10) continuance commitment (teaching), (11) continuance commitment (school), and (12) normative commitment (teaching & school). Internal consistency reliability and correlations among latent constructs extracted from the surveys demonstrated higher values on and strong interrelations between task demand, social influence, prior teaching experience, and affective commitment to teaching. Our analysis found strongest relationships between aptitude for teaching and affective commitment to teaching among secondary in-service teachers. We found statistically significant correlations (1) between aptitude for teaching and normative commitment to teaching and the school, (2) between social influence and affective commitment to teaching, and (3) between social influence and normative commitment to teaching and the school. Responses to the survey indicated significant differences in motivation by major demographic characteristics, including gender, teaching context (middle vs. high school), teaching subjects, and years of experience. Based on these data analysis, we argue that policy makers, politicians, education researchers, and others who care about recruitment and retention of highly qualified teachers need to make efforts to improve ways to recruit teachers with strong aptitude for teaching, to give in-service teachers various opportunities for social influence, and decrease task demands of in-service teachers, especially middle school teachers.

간호학생이 인식하는 좋은 수업과 바람직한 교수행동

고일선,김진숙,이정민 한국간호교육학회 2019 한국간호교육학회지 Vol.25 No.4

Purpose: This purpose of this study was to identify both good teaching and desirable teaching behaviors perceived by nursing students. Methods: A cross-sectional descriptive design was used. A convenience sample of 324 nursing students was selected and they completed self-reported questionnaires from November 1 to December 30, 2015. Results: Among 4 perspectives of good teaching (traditional, systemic, interaction, and constructionism), the traditional perspective was perceived as the highest form of good teaching, while the systemic perspective was perceived as the lowest. Meanwhile, disclosure and clarity were perceived as the highest desirable teaching behaviors. Regardless of students’ perspective of good teaching, all 4 perspectives of good teaching were positively related with clarity, enthusiasm, interaction, organization, and disclosure as desirable teaching behaviors independently. Conclusions: Nursing students perceived that the highest perspective of good teaching was the traditional perspective. Meanwhile, they perceived that clarity, enthusiasm, interaction, organization, and disclosure were desirable teaching behaviors regardless of their perspective of good teaching. Further study will be needed to perceive nursing faculty’s awareness of good teaching and desirable teaching behaviors to identify the difference of awareness between nursing students and faculty. 본 연구에서 간호학생은 효율적 지식 전달을 강조하는 전통적 관점을 좋은 수업이라고 가장 높게 인식하였고, 개방성과 명료성을 바람직한 교수행동으로 가장 높게 인식하였다. 한편, 간호학생들의 좋은 수업에 대한 관점에 관계없이 명료성, 열정, 상호작용, 조직화, 개방성을 바람직한 교수행동으로 인식하였다. 향후 교수자를 대상으로 좋은 수업과 바람직한 교수행동에 대한 연구를 진행하여 간호학생들과의 인식을 비교함으로써 이를 수업의 질 향상과 개선에 반영하는 노력이 필요하다. 또한, 좋은 수업과 교수행동 측정도구의 경우, 원도구보다 신뢰도가 낮은 영역에 대한 재검토가 필요하다.

对非目的语国家非汉语专业学生的中文教育文化教学实践分析

甘瑞瑗(Kam, Seowon),袁喆(Yuan Jie) 원광대학교 인문학연구소 2014 열린정신 인문학연구 Vol.15 No.2

With China’s rapid economic growth, Teaching Chinese as a Foreign Language has also gained a great development. At the same time, the importance of teaching of culture has drawn more and more attention. It has always been controversial whether the teaching of culture should be taken as an independent course in the curriculum of teaching Chinese as a Foreign Language. Also, it is of great value to discuss the questions as: whether it is necessary for students majoring in Teaching Chinese as a Foreign Language to conduct the teaching of culture? How should the teaching be conducted? What should be included in the teaching? What teaching strategy should be adopted for? This paper went through a series of teaching practices on the teaching of Chinese culture to answer those questions.

초등학교 문학 교사의 수업 기법 평가 방법 연구

선주원 한국초등국어교육학회 2005 한국초등국어교육 Vol.27 No.-

이 글은 초등학교 문학 교사의 수업 기법을 어떻게 평가할 수 있는지를 논의하였다. 이를 위해 연구자는 문학 교사의 수업 기법 평가와 관련된 변인들은 무엇인지, 평가 준거들은 무엇인지, 교사 수준에서의 평가 층위는 어떠한지를 살펴보았다. 살펴본 결과 연구자는 의미 있는 문학 수업 기법을 실행하기 위해서는 일차적으로 수업 기법 평가에 대한 교사 자신의 관점과 태도가 변화될 필요가 있다는 점, 교사기 문학 수업 기법 실행 과정과 관련된 다른 변인들, 즉 학습자 변인, 텍스트 변인, 상황맥락 변인 등을 지속적으로 고려해야 한다는 점, 그리고 각 범주들에 따른 평가준거를 고려해야 함을 알 수 있었다. 한편, 교사 수준에서 문학 수업 기법을 평가할 수 있는 층위들로는 교사 자신의 평가, 동료 교사나 타인의 평가가 있을 수 있음을 알 수 있었다. 그리고 구체적인 평가 방법들로는 수업 장면에서의 평가, 단기간에 걸친 평가, 장기간에 걸친 평가 등이 있고, 동료 교사나 타인이 교사의 문학 수업 기법을 평가하기 위해서는 적절한 평가 자료와 대상 학교 등을 선택해서, 이를 교사의 문학 수업에 피드백해야 함을 알 수 있었다. The paper examined how evaluate teaching method of literary teacher in elementary school. For this, a researcher examined what is a chief cause related teaching method evaluation of literary teacher, what is a conformity to evaluation, how evaluating layer are in teacher level. As a result of examination, a researcher did know that a viewpoint and an attitude of teachers about teaching method evaluation at first need a changing for practising meaningful literary teaching method, other causes related practicing process of literary teaching method, that is, learner cause, text cause, context cause is considered continuously, and is considered evaluating conformity to each category. In addition to, a researcher could know that horizons evaluating literary teaching method in teacher level are teacher's self-evaluation about literary teaching method, co-teacher or other's evaluation about teacher's teaching method. And a researcher could know that concrete evaluation methods are evaluation in teaching scene, evaluation in the short term, evaluation in the long term, that co-teacher or other's evaluation about teacher's literary teaching selects proper evaluating data and school scene, make these feedback to teacher's literary teaching.

중등교원양성과정의 현장교육실습 프로그램 운영 평가 연구

김신영 한국교육평가학회 2018 교육평가연구 Vol.31 No.4

This study examined how to be carried out 4-week teaching practicum program in secondary schools and analyzed the teaching practicum effects on the pre-service teachers’ personal teaching efficacy and commitment to teaching. Both quantitative and qualitative methods were utilized in this study; 96 students who were participated in 4-week teaching practicum responded questionnaire and made a detailed report on the teaching practicum, and 6 secondary school teachers were deeply interviewed about the implementation of 4-week teaching practicum program. Data from the both method were analyzed and interpreted. The teaching practicum program in secondary schools seems to be insufficient in terms of the period and content, and there are big differences among schools. Nevertheless students finishing the practicum experienced enhancement of understanding secondary students and their teaching efficacy. Generally 4-week teaching practicum program is determined by secondary school without consulting with university to send students. To improve the 4-week teaching practicum program, policy support and incentives to the secondary school should be strengthened, and the national standards of practicum program’s content should be developed and monitor the quality of the program. 본 연구의 목적은 교육실습생들을 대상으로 한 설문조사 및 문서자료의 수집과 실습담당 부장교사들을 대상으로 한 심층면접을 통해 실습학교에서 제공되는 실습경험과 그에 대한 실습생들의 인식과 그로 인한 변화, 그리고 실습담당 부장교사의 교육실습에 대한 인식 등에 대한 정보를 수집하여 현장교육실습프로그램의 운영 현황을 평가하고 그 개선방향을 모색하는 것이다. 이를 위해 교육실습프로그램의 운영 실태를 조사하고, 실습생들의 교육실습경험에 대한 인식과 실습 전과 후의 변화, 실습담당 부장교사의 교육실습 운영에 대한 인식과 문제의식 등에 대한 자료를 수집해 분석하였다. 분석결과, 교육실습의 내용과 질은 거의 대부분 실습학교의 지도교사에 의해 결정되고 교육실습을 통해 제공되는 실습경험은 실습학교마다 적지 않은 편차를 보이고 있지만, 교육실습은 실습생들에게 유의미한 현장경험으로 인식되고 있으며 예비교사의 교직동기와 교직실무역량에 긍정적인 영향을 미치고 있는 것으로 나타났다. 또한 실습담당교사와의 심층면담을 통해서는 교육실습의 내실화를 위해 대학과의 협력, 교육실습프로그램의 운영 기준, 실질적인 정책적 지원과 보상 등이 필요함을 확인할 수 있었다. 본 연구의 분석결과는 중등교육실습의 운영의 내실화에 참고할 수 있는 유용한 정보로 활용될 수 있을 것이다.

교수효능감 척도 개발 및 타당화

권혁일 사단법인 인문사회과학기술융합학회 2017 예술인문사회융합멀티미디어논문지 Vol.7 No.11

Teaching efficacy is teachers’ perceived belief and judgement on the locus of control and ability of their teaching. Teachers’ teaching efficacy should be considered carefully because it has a big influence on their teaching effects. In order to diagnose and assess teacher expertise, it is necessary to develop a tool by which the level of a teacher’s teaching efficacy can be judged validly. Based on this necessity, this paper intended to identify elements of teaching efficacy and develop a scale to measure teaching efficacy. To achieve the goal of study, literature reviews on types of teaching strategies, teachers' perception on teaching strategies, and the elements and scale of teacher efficacy were conducted, which led to the tentative elements of teaching efficacy. Through validated validity review and exploratory factor analysis, teaching efficacy scale composed of 5 components and 37 items was identified. Teaching efficacy scale identified in this study is expected to be utilized to diagnose and evaluate teachers' expertise, which can make a contribution to teacher professional development. 교수효능감은 교사가 인식하는 자신의 교수행동에 대한 통제소제 및 수행능력의 신념과 판단이다. 교사의 교수효능감은 교수효과성에 많은 영향을 미치기 때문에 교사전문성 개발에 있어 중요하게 고려되어질 필요가 있다. 교사 전문성을 효과적으로 진단하고 평가하기 위해서는 교사의 교수효능감 수준을 타당하게 판단할 수 있는 도구를 개발할 필요가 있다. 이러한 필요성에 근거하여 본 연구는 교사의 교수효능감 요소를 규명하고 이를 바탕으로 교수효능감을 측정할 수 있는 척도를 개발하고자 하였다. 연구 목적을 달성하기 위해 교수전략, 교수전략에 대한 교사의 인식, 그리고 교사효능감의 구성요소를 규명하고 척도를 개발한 선행연구물들을 분석하여 잠정적인 교수효능감 요소와 구성요인을 규명하였다. 규명된 구성요인과 요소들에 대한 타당성 검토와 탐색적 요인분석을 실시한 결과 최종적으로 5개의 구성요인과 37개의 문항으로 구성된 교수효능감 척도를 도출하였다. 본 연구를 통해 도출된 교수효능감 척도는 교사전문성 수준을 진단하고 평가하는데 활용됨으로써 교사전문성 개발에 기여할 수 있을 것으로 기대된다.

중등예비수학교사의 수업능력 향상을 위한교수-학습 포트폴리오 활용방안 연구

강현영 대한수학교육학회 2014 학교수학 Vol.16 No.3

최근 교사의 전문성 중 가장 핵심이 되는 수업 전문성이 강조되고 있다. 특히 2012년 수학교육선진화 방안 발표 후 수학 교사의 수업 능력의 중요성이 강조되었다. 수학 교사의 수업능력 향상을 위해서는 예비수학교사 시기에서부터 교육 경험이 필요하다. 예비수학교사의 수업 능력 개발 및 강화를 위해서는 교육적 실행과 관련하여 자신의 실천을 체계적으로 반성하고 개선해 나아가는 경험이 필요하다. 즉, 반성적 사고와 실천적 지식의 함양을 위한 수업 실습에 관한 이론과 실천 양면의 체계적인 실행과 지도가 필요하다. 이에 따라 본 연구에서는 예비수학교사의 수업능력 향상을 위해 실행 가능한 교수-학습 포트폴리오의 구성요소 및 적용절차를 개발하였다. 또한 수업능력 향상을 위한 교수-학습 포트폴리오 작성 후 설문조사를 통하여 예비수학교사의 수업능력 향상에 효과적이었으며, 수학교사 교육을 위한 발전적인 시사점을 얻을 수 있었다. Recently professional development of teaching competence is emphasized for mathematics teachers. It is necessary to teaching experience in pre-service mathematics teacher for development of teaching competence. It need to systematic self-reflection and improvement in instruction performance for development of teaching competence of pre-service mathematics teacher. That is, Theory of teaching practice for reflect thinking and practical knowledge of teaching and systemic guidance on theory and practice of teaching practice. Therefore, the aim of this study is to develop an component and application procedure of Teaching and Learning portfolio for improvement teaching component of pre-service mathematics teacher. It is effective in improving teaching component of pre-service mathematics teacher after make Teaching and Learning portfolio for improvement teaching component.

교수를 통한 학습법(learning-by-teaching)이 범주학습에 미치는 영향: 인출 정도에 따른 효과성 차이 검증

김윤덕,이희승 한국교육심리학회 2024 敎育心理硏究 Vol.38 No.1

Category learning is a fundamental component of learning in educational contexts. This study investigated the impact of learning-by-teaching in natural category learning and examined how the beneficial effects of teaching varied depending on the level of retrieval during teaching. Undergraduate students studied 10 different butterfly species and subsequently engaged in one of the following learning activities: restudying (control group), teaching hypothetical audiences with their notes (teaching with low retrieval; T-LR group), or teaching without any materials (teaching with high retrieval; T-HR group). After two days, participants took a categorization test in which they had to identify the butterfly species when given old (retention test) or new (transfer test) images. The results revealed that the T-HR group significantly outperformed both the control and T-LR groups, regardless of the test type. However, differences between the control and T-LR groups were not statistically significant. Our findings suggest that teaching can enhance learning of natural categories, particularly when students actively engage in retrieval during the teaching process. Educational Impact and Implications : This study posits learning-by-teaching as an effective learning strategy for natural category learning and provides a specific method for its application in educational contexts. Our results emphasize that the positive impact of teaching others is most pronounced when accompanied by retrieval practices. Educators should encourage students to engage actively in effortful retrieval during learning-by-teaching activities.