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.

대안적 교수설계 관점을 적용한 교수분석 프레임웍 개발

노혜란(Hyelan Roh),최미나(MinaChoi),서윤경(Youn-Kyung Seo) 한국기독교교육정보학회 2008 기독교교육정보 Vol.19 No.-

The purpose of this study is to develop a framework for systemic and integrated teaching analysis applying for perspectives of instructional system design. In order to do so, areas of a teaching analysis and teaching activities are rearranged according to act of teaching. Second, activities of a teaching analysis are reconstructed according to perspectives of alternative instructional systems design. Third, a framework of teaching analysis applying for perspectives of alternative instructional systems design and tools of teaching analysis are suggested. In this study, an act of teaching is examined in three areas: knowledge/planning, teaching skill/management and attitude, and evaluation/reflection, and teaching analysis frameworks according to an act of teaching are suggested by periods of before, during, and after a term. Teaching analysis tools are also suggested by the frameworks.

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.

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.

Identifying Tools for Systemic Teaching Analysis in Higher Education

( Hyelan Roh ),( Mi Na Choi ),( Youn Kyung Seo ) 한국교육공학회 2007 Educational Technology International Vol.8 No.2

The purpose of this study is to explore tools for systemic and integrated teaching analysis in recognition of problems derived from the existing teaching analysis which have been held fragmentarily and temporarily. In order to do so, a teaching analysis tools is identified by examining the current services of video-taping and analysis, which are the most representative teaching analysis methods among the Centers for Teaching and Learning (CTLs) in Korea, and by redefining teaching analysis through literature review. A teaching analysis is to be done to challenge teachers to change and grow by providing a motive to reflect on the act of teaching and carry out improvements, and it has to be held covering the general act of teaching and examined through diverse methods in systemic and multidimensional perspectives over a full period of teaching. In this study, an act of teaching is examined in four areas: planning, teaching skill, evaluation and reflection, and teaching analysis frameworks according to an act of teaching are suggested by periods of before, during, and after a term. Teaching analysis methods are also suggested by the frameworks. 1

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.

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.

Analysis on the Teaching Reform of Corporate Crime Investigation Corse Based on Chaoxing1 Teaching Mode

Liu Aijiao(Aijiao Liu) 아시아사회과학학회 2022 Jornal of Asia Social Science Vol.8 No.1

Teaching through Chaoxing become a new direction and trend of the reform and development of corporate crime investigation teaching. Chaoxing is the product of the deep integration of Internet technology and education, the embodiment of the development of educational ideas and teaching methods to a new stage, and a very effective and practical teaching mode. The teaching mode of corporate crime investigation based on Chaoxing highlights students' dominant position and teachers' leading role, and realizes the reform and innovation of traditional corporate crime investigation teaching in teaching means, teaching process, teaching evaluation, etc., which makes students develop in the direction of active learning, deep learning and personalized learning.

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.