전문(어)텍스트언어학의 경향과 과제 -1980년대의 전문(어)텍스트 연구의 경향을 중심으로-

이성만 ( Seong Man Lee ) 한국텍스트언어학회 2011 텍스트언어학 Vol.31 No.-

This article describes the research tendency of the professional languages(LSP) or LSP-Texts in the german countries. The professional communication research in the 1980s has paid attention this object of study. The paper describes especially: two models for the analysis of professional texts(stylistic analysis of professional texts of R. Glaser and macrostructure analysis of professional texts based on the investigation of inclusion signals of K.D. Baumann) are presented. The goal of the stylistic analysis of texts of R. Glaser is the capture o f the specific stylistic features of professional texts. The Analysis model of K.D. Baumann aims to fold professional texts as social and communicative-functionally determined, semantically structured and linear-sequentially and hierarchically organized units. These models make use of elements of different professional-text linguistic approaches and aims to enable the analys is of full text and some texts and of content-functional units under the text level. The article concludes with an outlook on possible combinations of such methods in an integrated professional textlinguistic approach. The professional text-linguistic study of professional text and its performance needs to be applied to a variety.

과학사 활용 과학 교육에 대한 전문가 의견 조사

이봉우 ( Bong Woo Lee ),신동희 ( Dong Hee Shin ) 한국과학교육학회 2011 한국과학교육학회지 Vol.31 No.5

본 연구의 목적은 과학 교육에서 과학사 활용을 활성화 시키기 위한 방안에 대한 전문가 의견을 조사하는 것이다. 이를 위하여 과학교육학자와 과학사학자를 대상으로 2단계 조사(1차 조사 30명, 2차 조사 84명)를 실시했다. 주요 연구 결과는 다음과 같다. 첫째, 과학사 활용 교육에서 과학의 본성과 관련된 의견이 많이 제시되었다. 둘째, 과학사를 학교 수업에서 활용하기 위한 다양한 교수 학습 자료의 개발을 요구했다. 셋째, 실행 중심의 과학사 활용 교사 연수를 요구했다. 넷째, 일부 영역에 대해서 과학교육학자와 과학사 학자간의 의견 차이가 발견되었다. 다섯째, 동양(한국) 과학사에 대한 교육 필요성에 그리 높지 않은 동의를 나타냈다. 특정 영역에 대한 동양(한국) 과학사 교수 학습 자료의 개발이 필요하다. The purpose of this study was to analyze professionals` opinion about science education using history of science. For this purpose, we surveyed professionals in the field of science education and history of science (HOS), 30 professionals in the first survey and 84 professionals in the second survey. The results are as follows: First, they focused the nature of science in the science education using HOS. Second, they suggested the need for development of teaching and learning materials for using HOS in class. Third, they proposed action-based science teacher training for using HOS. Fourth, there appeared differences of professionals` opinion in some areas. Lastly, they did not make a high agreement in the need of history of eastern science including history of Korean science. It is necessary to develop teaching and learning materials in the history of eastern science.

과학영재교육에서 초임 교사들의 PCK 측면에서의 수업 전문성에 대한 사례연구

노태희 ( Tae Hee Noh ),김영훈 ( Young Hoon Kim ),양찬호 ( Chan Ho Yang ),강훈식 ( Hun Sik Kang ) 한국과학교육학회 2011 한국과학교육학회지 Vol.31 No.8

As a case study on beginning teachers` teaching professionalism in science-gifted education, we analyzed their teaching professionalism based on pedagogical content knowledge. To do this, we selected 3 elementary and 3 secondary beginning teachers from science-gifted education institutes in the metropolitan area. After their science instructions for science-gifted students were observed, in-depth interviews were conducted. Analyses were conducted with taped videos, researcher`s field notes, and transcripts for in-depth interviews. This study revealed that most of the teachers had relatively desirable belief about science-gifted education. However, they tended to have a little deficient practical knowledge about science-gifted students, the curriculum for science-gifted education, science contents, the instructional strategies for science-gifted education, and the assessment in science gifted education. These results imply that many teachers are likely to have a little deficiency in teaching professionalism for science-gifted students in various aspects, and need to find the ways of improving their teaching professionalism.

과학 수업에서 통합적 적용 경험에 따른 초등학교 교사들의 통합과학 교육에 대한 인식 및 교과교육학 지식(PCK)의 차이 분석

맹희주 ( Hee Ju Maeng ),손연아 ( Yeon A Son ) 한국초등과학교육학회 2011 초등과학교육 Vol.30 No.4

The purpose of this study was to investigate significant differences between the application group and non-application group of integrated science education in the science class about elementary teachers` perceptions and PCK. The results are as follows. First, no significant differences were found about science teachers` fundamental background variables between the two groups, This results showed that the application of integrated science education didn`t have relation with the fundamental background variables, It was found that the application group of integrated science education has a lower frequency than the application group, however, it has been analysed that the application group has been applied at the introduction stage for students` motivation, focused on biology as twice every month. Second, to apply a successful integrated education in the elementary science class, it has analysed that not only teachers should need to understand about application method and concept of integrated science education but also science textbook and teaching-learning material should be developed and diffused in the well-integrated science. Third, it was found that professionality of elementary teachers to teach the scientific content knowledge is not comparatively high and non-application group of integrated science education has a lower PCK than the application group. Therefore, it should be provided that not only training programmes to learn interdisciplinary knowledge related to science, can lead to more understanding about instructional design, teaching strategies and concept for integrated science education should be developed but also chances to participate in various training programmes should be provided to enhance elementary teachers` professionality for integrated science education.

과학영재교육 교사 교수방법 전문지식의 수준 분석

서혜애,박경희,박지은 이화여자대학교 교과교육연구소 2007 교과교육학연구 Vol.11 No.1

본 연구에서는 우리나라 과학영재교육을 담당하는 교사들의 과학영재교육 교수방법 전문지식의 수준을 조사하는 데 목적을 두었다. 2005년 기준 전국 16개 시·도 교육청 산하 영재학급 및 영재교육원에서 과학영재교육을 담당하는 교사 수는 총1,883명으로 조사되었다. 이 가운데 531명(28.2%)의 과학영재교육 교사는 ‘과학영재교육 교사 교수방법 전문지식 측정도구(서혜애·박경희, 2005)’에 응답하였으며, 응답한 교사의 교수방법 전문지식 수준은 최종학력, 연수이수여부, 학교급에 따라 차이가 있는 것으로 나타났다. ‘과학지식 및 과학교육학 지식’과 ‘영재교육학 지식’은 영재교육 연수 이수 유무와 관련 없이 교사의 성별 및 최종학력에 따라 차이를 보였으며, ‘과학영재교육과정 지식’은 교사가 어떤 영재교육 연수를 이수했는지, 어떤 학교급을 지도하고 있는 지에 따라 차이가 있는 것으로 나타났다. ‘교사 전문성 계발 지식’은 학교급, 성별에 따라 차이를 보였다. 연구결과에 근거하여 다음과 같이 과학영재교육의 질을 제고하는 방향을 제안하였다. 첫째, 효과적 과학영재교육교사 연수를 개발하기 위해서는, 연수기관은 연수 대상 교사의 학교급에 따라 연수프로그램의 교육내용을 달리하여 구성해야 할 것이다. 둘째, 과학영재교육 교사 임용정책에서는 최종학력 조건을 강화하고 교사 전문성 계발의 동기 수준을 고려하는 것이 바람직할 것이다. The research aims to investigate the status of teacher's professional knowledge level of teaching the gifted in science. As of 2005, there were 1,883 teachers who teach at gifted educational institutions affiliated with sixteen provincial offices of educations in Korea. Research subjects include 531 out of 1,883 teachers (28.2%) and they responded to the 'Science Teacher Scale of Professional Knowledge for Teaching the Gifted' (Seo & Park, 2005). It was found that there were significant differences in the levels of science teachers' professional knowledge for teaching the gifted in terms of highest degrees earned, school level, completion of inservice training programs of gifted education, etc. It was also found that ‘subject matter content knowledge in science and pedagogical content knowledge in science’ and ‘general pedagogical knowledge in gifted education’ varied along teachers' gender and highest degrees earned. ‘Science curriculum knowledge in gifted education’ were varied along completion of inservice teacher training programs and school levels. In conclusion, in order to raise the quality of gifted education, first, host institutions of inservice teacher training programs of gifted education are recommended to provide program contents in consideration with different schools levels of participating teachers. Second, policy makers may strengthen requirements of highest degrees earned for employing teachers in gifted education.

생애사적 접근을 통한 과학교사의 삶과 전문성 탐색

손연아(Yeon-a Son),김서연(Seo-Yeon Kim),김민지(Min-Ji Kim),신지은(Ji-Eun Shin),신정민(Jeong-Min Shin),김동렬(Dong-Ryeul Kim) 중앙대학교 한국교육문제연구소 2013 한국교육문제연구 Vol.31 No.2

본 연구에서는 생애사적 접근을 통해 심층적으로 과학교사로서의 삶과 전문성에 대하여 탐색하였다. 광범위한 과학교사로서의 삶과 그들의 전문성에 대해 연구하기에 앞서, 사전 설문지를 통해 중점적으로 다루어야 할 부분을 선정하였고 면담을 통하여 심층분석 하였다. 초등학교 과학교사, 중학교 과학교사 각각 한 명을 연구대상으로 하여 질적연구를 진행하였으며, 연구 내용인 ‘교사로서의 사회생활’, ‘가정생활’, ‘행정업무’, ‘전문성 의미’, ‘대외활동’, ‘전문성 형성과정’, ‘현재의 수업방식’에 대한 그들의 삶 또는 전문성에 끼치는 영향에 관해 결론을 도출해 내었다. 과학교사는 자기계발 또는 교사로서의 계발을 위해 타 학교 수업컨설팅, 교육청과 관련한 일과 같이 학교 외의 활동을 하면서 발전을 위해 끊임없이 노력하고 있음을 알 수 있었다. 과학교사로서의 직위를 떠난 사회생활을 할 때는, 주위 사람들의 선입견 때문에 다소 불편해 하는 것을 알 수 있었고, 행정업무는 교사들에게 큰 부담을 주고 있었다. 교사로서 직업이 가정에 미치는 영향은 개인별로 차이가 있었다. 과학교사가 자각하는 과학교사로서의 전문성에는 지식전달, 내용교수법, 학급관리, 행정업무, 교직원 간의 인간관계 등 다양한 요소가 영향을 미치고 있었다. This study aims to investigate science teachers’ lives and professionalism in depth through the approach of life history. Prior to the investigation into their extensive lives and professionalism as science teachers, this study selected main issues to be handled through a questionnaire and carried out an in-depth analysis through interview. As research subjects, this study selected 1 elementary school science teacher and 1 middle school teacher for qualitative research, and drew conclusions about the effects of such factors as ‘social life as a teacher’, ‘family life’, ‘school administrative work’, ‘the meaning of professionalism’, ‘outside activities’, ‘the process of forming professionalism’ and ‘the present teaching method’ on their lives and professionalism. It was found that science teachers constantly tried to develop themselves as individuals or science teachers while being engaged in outside-school activities in addition to class consulting held at other schools and jobs related to the education office. It was also found that when leading a social life apart from their positions as science teachers, they felt rather uncomfortable due to prejudice from other people, and school administrative works impose a heavy strain on them. The effect of their jobs as science teachers on their family lives was found to be different depending on individual circumstances. On the professionalism they perceived as science teachers, various factors were found to have effect, such as knowledge delivery, PCK (pedagogical content knowledge), class management, administrative work, and human relations between faculty members. Of those factors, knowledge delivery and PCK (pedagogical content knowledge) were found to have the greatest effect on their professionalism about the science class.

초등교사가 지각한 학습조직문화, 과학 인식론적 신념, 과학 교수 효능감, 과학 수업 전문성 간의 구조적 관계

김남훈,여상인 한국과학교육학회 2023 한국과학교육학회지 Vol.43 No.1

The purpose of this study is to analyze the influence and structural relationship of variables related to science teaching professionalism. These variables set up learning organizational culture as exogenous variables and science epistemological beliefs and science teaching efficacy as endogenous variables. For this study, a survey was conducted with 499 elementary science teachers from Seoul and Gyeonggi province participating. The results of this study are as follows: Science epistemological beliefs and science teaching efficacy were found to directly affect science teaching professionalism. In addition, learning organizational culture perceived by the teachers did not show significant effects on the science teaching professionalism, but it was found that it has direct significant effects on science epistemological beliefs and science teaching efficacy. Based on the results of this study, which examines the structural relationship between learning organizational culture, science epistemological beliefs, science teaching efficacy and science teaching professionalism. we deem that it is necessary to consider internal factors of teachers as well as ways to improve learning organizational culture. 본 연구에서는 과학 수업 전문성과 관련된 변인들 간의 영향을살펴보기 위하여 외적 변인인 학습조직문화를 외생변인으로, 내적변인인 과학 인식론적 신념, 과학 교수 효능감을 내생 변인으로 설정하고 변인들 간의 직⋅간접적인 효과와 구조적 관계를 파악하고자하였다. 서울과 경기 지역에서 과학을 가르치는 현직 초등교사 499명의 설문지 응답 결과를 데이터로 분석한 결과는 다음과 같다. 첫째, 본 연구에서 측정한 학습조직문화, 과학 인식론적 신념, 과학 교수효능감 및 과학 수업 전문성과의 관계에 대한 상관을 살펴보면, 각측정요인 간의 상관은 모두 유의한 상관계수를 보였다. 둘째, 과학인식론적 신념과 과학 교수 효능감은 과학 수업 전문성에 직접 영향을 미치는 것으로 나타났다. 셋째, 과학 인식론적 신념은 과학 교수효능감에 직접적으로 영향을 미치며, 과학 교수 효능감을 매개하여과학 수업 전문성에도 유의한 영향을 나타냈다. 넷째, 교사가 지각한학습조직문화는 과학 수업 전문성에 유의한 영향을 보이지 않았으나, 과학 인식론적 신념과 과학 교수 효능감에는 직접적으로 유의한 영향을 미치는 것으로 나타났다. 학습조직문화, 과학 인식론적 신념, 과학교수 효능감, 과학 수업 전문성의 구조적 관계를 규명한 연구 결과를토대로 초등교사의 과학 수업 전문성의 효율적인 향상을 위해 교사개인의 내적 요인과 함께 학교 조직문화의 개선에 대한 방안도 고려할 필요성이 있음을 제안하였다.

중등 과학교사 양성 교육과정과 교수내용지식 연구 동향의 탐색

조희형,조영신,권석민,박대식,강영진,김희경,고영자 이화여자대학교 교과교육연구소 2006 교과교육학연구 Vol.10 No.2

과학교사의 양성을 위한 교육과정 또는 그 프로그램의 주된 목적은 바람직한 과학교사가 지녀야 할 전문적 자질을 함양시키는 데에 있다. 그러나 우리나라의 과학교사 양성을 위한 프로그램 또는 사범대학 과학교육학 계열 교육과정에는 과학교사 교육의 본성과 그의 자질에 관한 연구의 결과가 충분히 반영되어 있지 않다. 이 연구는 자질기반 과학교사 양성 교육과정의 개발 틀, 교직의 전문성과 전문성발달기준, 우리나라의 과학교사 양성 교육과정 및 프로그램에 관한 문헌을 조사·분석한 다음, 그 결과로부터 우리나라의 과학교사 양성을 위한 교육과정의 개발 방향을 도출하고 그 모형을 탐색할 목적에서 수행하였다. 이 연구에서는 과학교사 양성 교육과정을 그 과목이나 지식기반 영역에 따라 교수내용알기(PCKg), 교수구성단위(TPCs), 내용표상화(CoRe)와 교수전문경험자료(PaP-eRs), 그리고 교수상황지식(PCxK)을 단위로 이용하여 구성할 것을 강조하였다. 또한 과학교사의 전문적 자질의 함양에 목적을 둔 교육과정 또는 그 프로그램의 과학교육 및 과학과 관련된 과목으로 일반과학, 심화과학, 일반과학교육학(과학교육론, 과학 교수-학습 포함), 과학 교육과정 및 평가, 과학교육 시설과 자원, 과학교육 실습, 과학교육 연구를 제안하였다. The subjects and their contents comprising the curricula for secondary science teacher education should be selected/organized to assist pre-service teachers to gain understandings of knowledge ba ses and to help them acquire professional teaching competences. However, the nature of science teacher education has not been reflected on the Korean science teacher education programs. The research was performed to review the literature on teachers' competencies including PCK(pedagogical content knowledge), teaching as profession, curricula or programs for secondary science teacher education, and, based on the results, to suggest curricular subjects and their contents for secondary science teacher education in Korea. The research emphasizes that the subjects and their contents for secondary science teacher education should be developed by the use of PCKg(pedagogical content knowing), TPCs(teacher professional constructions), CoRe(content representation) and PaP-eRs(pedagogical and professional-experience repertoires) as constitutive units, depending on the subject areas or contents. Also suggested in this research are the knowledge bases assumed to be necessary for the development of secondary science teachers' professional qualities, which include general sciences, enrichment sciences, general science education, science education curricula and evaluation, facilities and resources for science education, teaching practices, research in science education.

Secondary Induction Science Teachers' Conceptions of Teaching Science during their Professional Development

Park, Hyun-Ju 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.5

Many studies on the professional development of science teachers demonstrated that induction teachers' conceptions of teaching science are important factors in developing their professionalism. The present study was conducted to describe in detail the progress of two science induction teachers, June and Mike, towards conceptual change teaching, and to investigate secondary induction science teachers' conceptions of teaching science by analysing their conceptual ecologies. The study was interpretive, using multiple data sources to achieve a triangulation of data. Both June and Mike held strongly positive learning in their views of knowledge and science. Holding positivist views of knowledge and of science is likely to be a major obstacle for anyone coming to understand constructivism and its implications in teaching for conceptual change. This argument resonates in several key ways with the teachers' cases, even though I recognize differences between scenario and teachers, and between teachers themselves.

델파이 기법을 통한 초등과학 영재수업의 목적과 담당교사의 수업전문성 설정

장성구,권치순 대한지구과학교육학회 2014 대한지구과학교육학회지 Vol.7 No.1

The purpose of this study was to obtain consensus from the expert community on the aims of Elementary Science Classes for the Gifted(ESCG) and teaching professionalism of Elementary Science Teachers for the Gifted(ESTG). For the delphi study, nineteen experts were consulted with open-ended and closed questions. Delphi research was conducted a total of 3 times. The Delphi survey was done by e-mail. The experts can express their opinions freely during the research. The results of this study were as follows : First, there were six aims for ESCG. The six aims of ESCG are scientific inquiry ability growth, creative problem solving ability growth, primary science gifted`s giftedness development, the future science-talented-children training, the growth of attitudes toward science, scientific attitudes growth. Second, there were four teaching professionalism about teaching professionalism of ESTG. Four teaching professionalism are understanding the characteristics of primary science gifted, the ability to understand and apply the learning methods suitable for primary science gifted education, professional knowledge and ability to understand the science curriculum, the ability to develop and apply primary science education programs.