통합교육과정에 대한 교사들의 인식 탐구

나장함 ( Na Jang Ham ) 한국교육과정학회 2004 교육과정연구 Vol.22 No.1

The purpose of this study is to describe elementary school teachers` understandings about interdisciplinary curriculum(IDC) and to produce locally generated data and information that provide implications of policy makings on teacher education, staff development, and administrative support. Even though the IDC is a nation-wide program, it is generally believed that individual schools might have different experiences of and reactions to the IDC practice. Maximum variation sampling method was used for this study because I was particularly interested in gaining findings which could portray the unique experiences of schools, and the common patterns that exist despite the distinctive variation of each school. In this study, a distinctive difference in socioeconomic status of parents between the two schools is intentionally represented. Eighteen teachers from two public elementary schools in Pusan were selected for this research. I interviewed them as a way of exploring and describing teachers` conceptualized IDC practice. According to the data analysis, teachers interpret IDC in various and discursive patterns and are familiar with the basic concepts of IDC practice. What deserves attention, however, is that teachers are not equipped with knowledge and skills for curriculum reconstruction that is essential to be an active practitioner of IDC. Findings of this study suggest that educational polices on teacher education, staff development, and administrative support should be adequately organized to reflect the idea and entity of the curriculum revision. This study also assumes that policy makers tend to less critically immerse into the educational discourse and educational practice in today`s world while they overemphasize the benefits from a certain reform that were tested in other nations. This study concludes with the implications of the research for educational reforms aimed at producing locally generated data and information and aimed at rethinking and establishing a close relationship among teachers, scholars, and administrators to address problems in education.

초등 수학교육 관련 혼합 연구에서 적용된 질적 연구 방법에 대한 분석

나장함 ( Jang Ham Na ),김진호 ( Jin Ho Kim ) 한국수학교육학회 2016 初等 數學敎育 Vol.19 No.1

본 연구는 수학교육에서 혼합 연구방법(양적 연구방법과 질적 연구방법을 혼합한)을 활용한 연구에서 질적 연구방법이 어떻게 적용되고 있는지를 분석하고, 질적 접근의 적용이 연구 목적 성취에 기여할 수 있는 시사점을 탐색하고 논의하고자 한다. 이러한 연구 목적을 달성하기 위하여, 본 연구에서는 한국수학교육학회의 초등수학교육 학회지에 2012년 게재된 전체 16편의 논문 중, 혼합 연구법을 활용한 논문 5편을 분석 대상으로 선정하였다. 비교 항목별 분석 결과를 양화된 수치로 간략하게 제시하던 기존의 혼합 연구물에 대한 분석 연구와는 달리, 본 연구는 질적연구자의 관점에서, 자료 수집 및 자료 분석 방법, 연구참여자 및 샘플링 선정 등을 중심으로 심도 있게 분석하여 그 결과와 시사점을 질적으로 제시하고 있다. The purpose of this study is to analyze how the qualitative research is applied to mixed method research and thereby to gain an insight to suggest reasonable ways of employing qualitative method in order to accomplish intended goal of research, especially in the field of mathematics education. For that purpose, this study carefully selects and analyzes 5 article that used mixed method and were published by Education of Primary School Mathematics Journal in 2012. Unlike those a few previous studied on mixed method that focused on producing general trend by simply showing quantitative information on what the frequence of used research topic, content, methods combination, quantitative methods, and qualitative methods, this study provides detailed result of qualitative analysis on mixed studies. In sum, this study concludes with practical and in-depth suggestions on how to improve validity of mixed research and qualitative research in the field of mathematic of education.

학점은행제 교육과정 운영에 대한 질적 분석

나장함 ( Jang Ham Na ) 한국교육과정학회 2006 교육과정연구 Vol.24 No.4

다문화 교사교육과정 연구에 대한 분석

나장함 ( Jang Ham Na ) 한국교육과정학회 2011 교육과정연구 Vol.29 No.2

By reviewing and analyzing various literature on multicultural teacher education curricula( MTEC), this study aims at developing a clear picture of current multicultural teacher education (MTE) practices in Korea. Using both semi-meta synthesis and content analysis and applying a typology for multicultural education(ME), I analyzed literature on MTEC, focusing on how they conceptualized the purpose of ME, the object of MTE, and the constitution of MTEC content. The result of this study identified that 7 out of the total 10 papers were framed to prepare teachers with multicultural competence and cultural responsiveness. Only one article was meet the basic principles of multicultural education. In other words, more than 70% of studies did not frame ME as a political movement concerned with social justice, as a critical awareness of power and privilege, and as a commitment toward social equality and justice. Moreover, in Korean educational context, the idea of culturally appropriate tends to become the major form of multicultural curriculum construction while it tends to be conceptualized in a way that is less critical than the original authors did(for example, Gay`s and even Ladson-Billings`s critical stance are reduced or removed ). An unexpected finding was that the total number of 10 papers were meet the diversity standard of NCATE.

질적 메타분석에 대환 고찰: 교육과정 연구에서의 적용 가능성 탐색

나장함 ( Jang Ham Na ) 한국교육과정학회 2008 교육과정연구 Vol.26 No.4

Research synthesis is built on the reflection that individual studies are limited in generalizablity of the knowledge they produce. The findings of a single study are vulnerably influenced by the characteristic of sampling, the context of research setting, and the amount of time allowed for completing the study. As a result, the limitation of a single study is evident in that it can hardly provide a generalizable and definitive finding to a research question. Qualitative meta-synthesis refers to the theories, grand narratives, generalizations, or interpretive translations produced from the integration and comparison of findings from qualitative studies. Although variations among different research synthesis methods are diverse form one to another(in terms of their philosophical assumptions, methodological procedures, and analytical strategies), all methods of research synthesis attempt to go beyond the limitations of single studies and to identify the consistence and dissonance in similar studies. This paper provides an overview and critique of research synthesis methods such as traditional narrative review, meta-analysis, best evidence synthesis, and qualitative meta synthesis. This study also explores methodological and practical issues entangled with practicing qualitative meta synthesis in Korean educational context. This paper conclude with suggestions that may facilitate the process of applying qualitative meta synthesis, thereby expecting to generate an accumulative knowledge and a new insight from this synthesizing method.

지능 및 창의성과 학업성취간의 연구에 대한 메타분석

송인섭 ( In Sub Song ),나장함 ( Jang Ham Na ) 한국아동교육학회 2006 아동교육 Vol.15 No.4

예비교사가 지각한 교사핵심역량과 교직전문성 인식 관계에서 자기효능감의 매개효과 분석

고 현(Ko Hyun),나장함(Na Jang Ham) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.18

본 연구는 예비교사를 대상으로 교사핵심역량과 교직전문성 인식 관계에서 자기효능감의 매개효과를 검증하는데 목적을 두고 광주지역에 소재한 C대학과 G대학에 재학 중인 2~4학년 302명을 연구대상으로 선정하여 2018년 5월 28일부터 6월 1일까 지 한 주간에 걸쳐 설문조사를 수행하였다. 수집된 설문 자료는 SPSS 프로그램을 이용하여 분석하였고, 다음과 같은 연구결과를 도출하였다. 첫째, 교사핵심역량과 자기효능감은 교직전문성 인식에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 교 사핵심역량과 교직전문성 인식 관계에서 자기효능감의 부분매개효과는 유의한 것으로 나타났다. 교사의 핵심역량과 전문성 간에는 밀접한 관련성이 있다. 따라서 예비교사들의 역량을 개발 및 강화하고 교사로서 자기효능감을 확립하기 위해 실제적인 교수 기회와 경험들을 제공할 수 있는 제도와 교육실습 프로그램의 연계성을 강화할 필요성이 있을 것이다. The purpose of this study was to examine the mediating effect of self-efficacy on the perception relationship between teacher core competence and teaching professionalism perceived by pre-service teachers. The subjects of this study were 302 college students in 2nd to 4th graders at C and G universities in Gwangju. The survey was conducted from May 28 to June 1, 2018 for one week. The collected questionnaires were analyzed using SPSS program, and the following study results were derived. First, teacher core competency and self-efficacy had a positive effect on the preception of teaching professionalism. Second, the partial mediation effect of self-efficacy was found to be significant in the perception relationship between teacher core competence and teaching professionalism. There is a close relationship between teaching core competence and teaching professionalism. Therefore, it needs to strengthen the linkage between the system and the practical training program that can provide practical teaching opportunities and experiences in order to develop and strengthen the competence of pre-service teachers and to establish self-efficacy as a teacher.

영어텍스트의 교육적 함의: 한국,대만,일본의 대학입시 영어지문을 중심으로

오경미 ( Kyung Mi O ),차동춘 ( Dong Chun Cha ),나장함 ( Jang Ham Na ) 한국교육과정학회 2005 교육과정연구 Vol.23 No.4