과학영재학교에 신규로 전입한 수학, 과학교사들이 겪는 어려움과 극복 방법: 교수-학습, 평가 및 연구지도 영역

이근준,서혜애,이혜숙 한국과학영재교육학회 2023 과학영재교육 Vol.15 No.3

본 연구는 과학영재학교에 신규로 전입한 수학, 과학교사를 대상으로 교수-학습, 평가, 연구지도를 수행하면서 겪는 어려움과 극복 방법에 대해 조사하였다. 연구방법으로는 설문 및 심층면담을 활용한 질적연구를 활용하였다. 연구결과, 교수-학습 영역에서는 심화내용의 적정수준을 결정하고 이해수준이 다른 이질집단 학생들의 특징을 고려하여 수업을 준비하기 어려운 것으로 나타났다. 또한 수업내용의 심화수준이 적절한지 판단하기 어려우며, 학원 선행학습의 내용과 똑같을 수 있다는 생각에 어려움을 겪는 것으로 나타났다. 둘째, 평가 영역에서의 수행평가 과정에서는 객관적 평가 기준을 마련하기 어려우며, 실험보고서의 질적평가, 실험활동의 관찰평가를 실시하기 어려운 점들을 토로하였다. 지필평가 과정에서는 예상치 못한 서술형 답안을 채점하기 어렵고, 도전적이고 변별도 높은 문항을 출제하고 채점하기 어려운 것으로 나타났다. 셋째, 연구지도 영역의 과제연구지도에서는 일부 학생들이 교사의 조언을 따르지 않아서 지도하기 어려우며, 학생들이 연구주제에 대한 최신이론을 이해하지 못하거나 아이디어가 부족하여 지도하기 어려운 것으로 나타났다. 이 밖에도 다양한 어려움들이 조사되었다. 이러한 어려움들을 극복하는 방안들의 주요 방향은 학생들의 특징과 여건을 배려하여 맞춤형으로 지도하고 격려하는 방안들이었으며, 서로 다른 어려움에 대한 극복 방법도 다양하게 나타났다. 결론적으로 신규로 전입한 교사들이 겪는 어려움을 더욱 구체적으로 탐색하고 극복 방법에 따른 지원이 보다 적극적으로 제공되어야 할 필요성이 제기되었다. This study aimed to explore difficulties that newly employed teachers of science and mathematics have experienced at a science gifted academy and to investigate their ways to overcome their difficulties in terms of teaching andlearning, assessment, and research guidance. A survey and in-depth interview were administered with seven research subjects for this study. It was found that there were various difficulties that teachers experienced at a science gifted academy. For the teaching and learning area, teachers had difficulties in determining appropriate level of enriched content and considering characteristics of heterogeneous groups of students with different levels of understanding when they were preparing teaching contents. During class implementation, they still felt difficulties in judging the appropriateness of enriched contents and selecting proper topics for both students who had prior learning at a private academy and those who did not. For the assessment area, teachers went through difficulties in developing objective criteria to assess student performance, in grading unexpected descriptive answers with reliability, and in developing good items to discriminate various levels of abilities exhibited by individual students. For the research guidance area, teachers expressed difficulties in guiding students who did not follow teacher advices and students who did not understand recent theories related to their research themes and lack of research ideas. Other difficulties were also appeared. The major direction of ways to overcome difficulties seemed that teachers provide customized guidance and encouragement in consideration of individual students’ characteristics and make more efforts and time to improve their professionalism. In conclusions, in order to provide science gifted education in quality at a science gifted academy, it is necessary to explore in more details difficulties experienced by newly employed teachers and to more actively provide them with differentiated support to overcome difficulties.

교사 - 부모 의사소통에서 교사가 경험한 어려움과 극복에 관한 연구

안지혜 한국보육학회 2012 한국보육학회지 Vol.12 No.2

본 연구는 교사와 부모 간 의사소통에서 경험하는 교사의 어려움과 이를 극복하려는 교사들의 노력을 드러내고자 하였다. 이를 경험한 교사 3인을 대상으로 심층면담을 실시하여 수집한 자료를 분석하였다. 교사와 부모 간 의사소통에서 교사가 경험한 어려움은 평등하지 않은 관계에서의 대화와 예측할 수 없음, 그리고 교직윤리를 위협하는 선을 넘는 요구를 받았을 때 나타났다. 이러한 의사소통의 어려움에 굴하지 않고 이를 딛고 일어서려는 노력을 하고 있었는데, 교사와 부모가 왜 의사소통을 하려 했는지 의사소통에 대한 본질에 대해 진지한 물음을 갖고 관계 안에서 교사 자신을 성찰할 기회를 마주하였으며 관계를 공고히 하기 위해 일상적 대화의 중요성을 깨닫고 실천해 나갔다. 또한 원활한 의사소통을 위해 적절한 의사소통 경로를 선택하거나 부모에게 신뢰를 줄 수 있도록 전문가다운 면모를 갖추려 노력하였으며 교직윤리를 재확립해 나갔다. 본 연구를 통해 부모와 의사소통에서 교사들이 느끼는 어려움과 이를 극복해 나가는 교사의 삶을 보다 깊이 이해할 수 있으며 향후 교사와 부모의 의사소통에 있어 교사를 지원할 수 있는 프로그램 개발에 유용한 기초자료가 될 수 있을 것으로 본다. This study attempts to reveal difficulties in communication between teachers and parents and the efforts made by teachers to overcome those difficulties. In-depth interviews were conducted with three teachers who experienced communication difficulties with parents and the collected data was analyzed. The difficulties experienced by teachers in their communication with parents were conversing within an equal relationship, unpredictability, and being requested to do something that threatens to cross the ethical line of the teaching profession. Undeterred by these difficulties, teachers made efforts to deal with the situation in an appropriate manner, but such experiences led the teachers to an earnest inquiry about the nature of communication - why teachers and parents communicate - and a reflection on themselves as teachers within the relationship. They realized the importance of daily conversation for strengthening the teacher-parent relationship, and put the realization into practice. In addition, to promote good communication, they selected the appropriate communication path, or restored their professional ethics by adopting a posture of professionalism to equip them with confidence. This study provides a deeper understanding of the lives of teachers who experience difficulties in parent- teacher communication and who try to overcome them, and hopefully may provide useful data in the developing of programs to support teachers in their communication with parents.

보육신념과 교사-부모 간 의사소통의 어려움이 보육교사의 행복감에 미치는 영향

서소영,최경 미래유아교육학회 2023 미래유아교육학회지 Vol.30 No.3~4

This study was conducted to examine the effect of childcare beliefs and communication difficulties between teachers and parents on childcare teachers’ happiness. For this purpose, a survey was conducted with childcare teachers working at a daycare center located in northern Gyeonggi Province. Reliability verification, correlation analysis, and multiple regression analysis were performed on the final collected data, 230 copies, using SPSS 24.0. As a result of this study, first, there was a significant positive correlation between childcare beliefs and childcare teachers’ happiness. Regarding childcare beliefs and communication difficulties between teachers and parents, among the three subtypes of childcare beliefs, only behaviorism was positively correlated with communication difficulties between teachers and parents. Communication difficulties between teachers and parents and happiness, teacher-related communication difficulties and parent-related communication difficulties were significant negative correlation with childcare teachers’ happiness. Second, as for the childcare teachers’ happiness, it was shown that interactionism, behaviorism, maturationism and parent-related communication difficulties was important predictive variable. The results of this study provide a solid understanding on childcare teachers’ beliefs and communication difficulties between teachers and parents. Based on the result of this study, it is meaningful to provide the basic data to prepare the support plan to enhance the childcare teacher’s happiness.

재미 워싱턴 지역 한국학교 유아반 교사들의 한국어 교육에 관한 어려움과 요구

성영실 한국교원대학교 유아교육연구소 2022 한국유아교육연구 Vol.24 No.4

The purpose of this study was to provide basic data for educating and supporting early childhood teachers at overseas Korean schools by identifying the difficulties and needs of early childhood teachers at Korean schools in USA. The participants were three early childhood teachers at Korean schools in Washington, DC area, USA. The researcher conducted in-depth interviews with each teacher 3 times using Zoom and collected additional information using phone calls and e-mails. The interview contents were recorded and then transcribed, and the collected data were categorized and qualitatively analyzed. The results are as follows. First, the difficulties of early childhood teachers at Korean schools in Washington, DC area were found to be lack of understanding of the characteristics of young children, lack of textbooks and difficulties in producing class materials, difficulties in communication between Korean and English, and lack of interest and support from parents. Second, the demands of early childhood teachers in Korean schools in Washington, DC area, USA were found to be expansion of teacher education opportunities, expansion of teacher support, and emotional support of teachers. This study suggests that it is necessary to implement desirable teacher education and support that reflects the specific difficulties and needs experienced by early childhood teachers in overseas Korean schools. 본 연구의 목적은 미국 내 한국학교 유아반 교사의 한국어 교육에 관한 어려움과 요구를 파악함으로써 재외 한국학교 유아반 교사교육 및 지원방안 모색에 기초자료를 제공하는 데 있다. 연구 참여자는 미국 워싱턴 지역 한국학교 유아반 교사 3명이며, 각 교사 당 3회씩 줌을 활용하여 심층면담을 실시하고 전화와 이메일을 활용하여 추가적인 정보를 수집하였다. 면담내용은 녹화한 후 전사하였으며 수집된 자료는 범주화하여 질적 분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 재미 워싱턴 지역 한국학교 유아반 교사들의 어려움은 유아의 특성에 대한 이해 부족, 교재 부족과 수업자료 제작의 어려움, 한국어와 영어 사이에서 느끼는 소통의 어려움, 부모의 관심과 도움 부족으로 나타났다. 둘째, 재미 워싱턴 지역 한국학교 유아반 교사들의 요구는 교사교육의 기회 확대, 교사 지원의 확대, 교사의 정서적 지원으로 나타났다. 본 연구는 재외 한국학교 유아반 교사들이 느끼는 구체적인 어려움과 요구를 반영한 바람직한 교사교육과 지원이 실행될 필요가 있다는 점을 시사한다.

자유학기제 과학과 평가에서 과학 교사가 겪는 어려움과 해결방안

김유라,최애란 대한화학회 2019 대한화학회지 Vol.63 No.3

본 연구에서는 자유학기제 과학과 평가를 실행하면서 과학 교사들이 겪은 어려움과 이에 대한 해결 방안을 알아보았다. 본 연구는 자유학기제 과학과 수업 및 평가 경험이 있는 과학 교사 15명을 편의 표집하여 설문과 개인 면담을 실시하였다. 본 연 구 참여 과학 교사들은 평가 주체 영역에서의 어려움으로 학생 자기평가·학생 동료평가시 정확한 평가 불가능을 가장 많이 언급하였고 이를 해결하기 위한 방안으로 구체적인 평가 항목 제시, 학생의 평가 능력 향상을 위한 연습 기회 제공 등을 제 시하였다. 또한, 평가 내용 영역에서 객관적인 평가 기준 부족으로 인한 정의적 영역 평가 어려움을 해결하기 위하여 평가 실 시 전 학생에게 평가 기준 제시, 교사 간 협의를 통한 기준 선정 등을 제시하였다. 평가 방법 영역의 수행 평가시 어려움으로 관련 자료 및 평가 도구 개발·보급 미흡을 가장 많이 선택하였다. 평가 결과 영역 중 피드백을 제공하는 과정에서의 어려움 으로 많은 수의 학생에게 피드백을 해야 하는 부담을 가장 많은 교사들이 선택하였고, 교사 1인당 학생 수 감소 또는 교사의 수업 시수 감소 등의 해결 방안이 제시되었다. 평가 결과 서술식 기재의 어려움으로 가장 많은 교사들이 언급한 학생의 특성 파악의 어려움을 해결하기 위하여 교사 1인당 학생 수 감소와 행정 업무 경감 등의 해결 방안이 제시되었다. 자유학기제 과 학과 평가를 위한 교과 협의회에서는 과정 중심 평가에 대한 동료 교사의 이해 부족과 소극적 태도로 인한 어려움이 언급되 었는데 꾸준한 토론과 평가에 대한 교사의 인식 개선이 해결 방안으로 제시되었으며 자유학기제 과학과 평가를 위한 연수 관 련 어려움으로 학생 수 과다 및 시간 부족으로 연수 내용의 현장 적용의 어려움이 언급되었다. 자유학기제 과학과 평가에서 겪는 어려움을 해결하기 위한 교사 스스로의 노력뿐 아니라 제도적 지원이 함께 이루어졌을 때 자유학기제 과학과 평가의 성 공적 운영을 기대할 수 있을 것으로 사료된다. This study examined teachers’ difficulties that they encountered free semester science assessment and their problem solutions. Fifteen science teachers who had experiences of free semester teaching and assessment were selected by convenience sampling in this study. The participant teachers mentioned difficulties of accurate scoring in student self/peer assessment and suggested solutions of providing studetns with detailed assessment criteria and opportunities to practice assessment. The participant teachers mentioned a lack of objective assessment criteria for affective domain and suggested solutions of providing criteria prior to assessment and developing assessment framework. The participant teachers mentioned a lack of assessment tools and references for perforamnce assesement. The participant teachers mentioned difficulties of a large teacherstudent ratio for providng feedbacks to students and suggested solutions of decreasing teacher-student ratio and teaching load. The participant teachers mentioned difficulties of identifying student characteristics for assessment reporting and suggested solutions of decreaing teacher work load. The participant teachers mentioned a lack of teacher understanding of process based assessment and inactive attitude to performance assessment and suggested solutions of professional learning community and improving teacher perceptions on performance assessment. The participant teachers mentioned difficulties of a large teacherstudent ratio and a lack of time for implementing assessment methods that they learned from professional development programs. With both teacher self-efforts and systematic support, these problems would be solved and success of free semester assessment would be achieved.

유아교사가 지각하는 부모-교사 간 의사소통의 어려움에 영향을 미치는 요인

손환희 ( Hwan Hee Son ),정계숙 ( Kai Sook Chung ) 미래유아교육학회 2011 미래유아교육학회지 Vol.18 No.1

This study set out to understand the difficulties with parent-teacher communication perceived by preschool teachers, analyze differences in the difficulties according to the variables of teachers and early childhood educational institutions, and search for efficient communication plans to increase the quality of parent-teacher relationships in early childhood educational institutions. One hundred ninety two preschool teachers were participated to answer 2 scales, and those were Parent-teacher Communication Difficulties Scale and Interpersonal Communication Inventory Scale. The collected data were analyzed with a SPSS 14.0 program, ANOVA, t-test were utilized. The findings of the study were as follows: First, there were significant differences in the degree of difficulty with parent-teacher communication perceived by the preschool teachers according to their career. Secondly, the teacher`s interpersonal communication levels had significant impacts on their perceived difficulties with parent-teacher communication. Finally, there were significant differences in the difficulties according to the types of early childhood educational institutions. The teachers working for private institutions showed higher difficulties with parent-teacher communication than the teachers of public institutions. The implications for teacher education and supports of the early childhood educational institutes were discussed.

2019 개정 누리과정 운영 시 유아교사의 어려움

최효정 한국지식정보기술학회 2022 한국지식정보기술학회 논문지 Vol.17 No.4

The purpose of this study is to examine early childhood teachers’ entire perceptions on difficulties in operating the 2019 Revised Nuri Curriculum. To this end, it administered questionnaires to 492 teachers working in kindergartens and child care centers, and the specific findings are as follow: First, early childhood teachers responded that they most often have difficulties in operating the play-centered curriculum because of parents’ concerns about the preparation for elementary schools and their values that learning is distinguished from play, among difficulties in satisfying parents’ needs. The response above was most often selected by teachers working in private kindergartens and child care centers, and child care centers located at workplaces. Second, they had the biggest difficulties in considering infants’ participation and interest when they made plans for play; they had the biggest difficulties in supporting the extension of play, while satisfying individual infants’ interest and needs, when they practiced play; and they had the biggest difficulties in striking a balance between the evaluation of the whole class and that of individual infants, when they evaluated play, among difficulties in operating the curriculum. Most of teachers who responded that they have difficulties in operating the curriculum include those working in national and public kindergartens and child care centers, and corporate child care centers. Third, early childhood teacher had the biggest difficulties in the play and safety, when they managed their classes; they felt that their tasks were too heavy for them, when they developed and provided new materials and had difficulties caused by a high ratio of teachers to infants, when they gave a daily-life guidance, among difficulties in managing their classes. This study allows the researcher to understand childhood teachers’ biggest difficulties in operating the 2019 Revised Nuri Curriculum, and therefore, provide suggestions for prioritizing support required by them.

보육교사가 지각하는 학부모와 의사소통의 어려움이 영유아와 상호작용에 미치는 영향: 보육교사의 자아존중감의 매개효과

박보경(Bokyung Park),박미자(Mi Ja Park) 한국보육지원학회 2019 한국보육지원학회지 Vol.15 No.3

Objective: This study examined the mediating effects of child care teachers’ self-esteem in the relationship between teachers’ difficulties communicating with parents and teacher-child interactions. Methods: A total of 450 child care teachers answered questionnaires based on three research variables. Data were analyzed using SEM. Results: First, child care teachers’ difficulties communicating with parents had a direct effect on teacher-child interactions. That is, child care teachers who experienced more difficulties communicating with parents showed more negative teacher-child interactions. Second, child care teachers’ difficulties communicating with parents had an indirect effect on teacher-child interactions through teachers’self-esteem. In other words, when child care teachers experienced more difficulties communicating with parents, their self-esteem was lower, which led to increased negative teacher-child interactions. Conclusion/Implications: This study highlights the importance of effective communication between child care teachers and parents. In addition, these findings contribute to a better understanding of the mechanism by which child care teachers’ difficulties communicating with parents influence teacher-child interactions.

유아교사와 유아특수교사가 특수유아 통합교육에서 직면하는 어려움에 관한 연구

백경순 한국영유아교원교육학회 2005 유아교육학논집 Vol.9 No.4

The purpose of this study is to investigate the opinions which both early childhood education teachers and early childhood special education teachers have on the difficulties that they experience in inclusion. The study adopted the method of both qualitative and quantitative analysis, transcribing the interviews with teachers. The results revealed that the difficulties of the early childhood teachers were mainly related to young children with special needs, including lack of education methods for young children with special needs, teachers education without real needs, lack of appreciation for the inclusion, lack of support for teachers. On the other hand, the difficulties of early childhood special education teachers were mainly on the environment for the general early childhood education, including lack of information about general young children and classrooms, the uncooperative relations with early childhood education teachers, the unhappy feelings about the class interrupted by the young children with special needs, and teacher education without real needs. After all, early childhood education teachers were ignorant of early childhood special education, and early childhood special education teachers ignorant of early childhood education. Thus, they suffer difficulties where these two fields are contrary to each other. The research suggests that forming reciprocally cooperative relations is crucial to the success of the inclusion for young children with special needs. 본 연구는 특수유아 통합교육의 경험이 있는 유아교사와 유아특수교사를 대상으로 통합교육 현장에서 부딪치는 어려움에 대한 의견을 조사하였다. 연구결과 유아교사가 느끼는 어려움에는 주로 특수유아와 관련된 것으로 특수유아의 교육방법 부족, 그리고 현장감 없는 교사교육, 통합교육에 대한 낮은 의식 수준, 교사지원의 부족 등으로 구분되어지고, 유아특수교사가 느끼는 어려움에는 주로 일반유아교육 환경에 대한 것으로 일반유아와 일반교실의 정보 부족, 유아교사와의 비협력적인 관계, 그리고 특수유아의 수업방해로 인한 미안함, 현장감 없는 교사교육 등으로 구분되었다. 결국 유아교육과 유아특수교육은 두 영역 간에 서로 상치되는 부분에서 어려움을 겪고 있었으며, 이는 상호 협력적인 관계 형성이 특수유아의 통합교육을 성공적으로 이끄는 중요한 요소임을 시사하고 있다.

공립유치원 저경력 교사의 어려움과 그 어려움을 이겨내는 과정

신주은 ( Ju Eun Shin ),이대균 ( Dae Kyun Lee ) 미래유아교육학회 2014 미래유아교육학회지 Vol.21 No.1

This study aimed to understand the lives of teachers with short career in public kindergartens by looking at their difficulties and coping strategies. For this study, 10 teachers with career from novice to 5 years participated in individual in-depth interviews, email and telephone interviews, and researcher journal writing for 20 weeks between June and October 2013. The transcribed data were analyzed according to the research questions. The analyzed data were presented in two categories: difficulties of short career teachers and coping strategies. The result of the analysis showed that the teachers with short career also felt difficult in working with irregular teacher who were normally older than permanent teachers. And they felt also difficult in dealing with official documents. Despite all the difficulties, the teachers with short career overcame difficulties in their own ways. The coping strategies were as gaining help from experienced teachers or teachers who became teachers at the same time Even though the short career teachers coped with various difficulties themselves, there was a clear limitation to overcome troubles for themselves. Therefore, there should be a change in the elementary school staff`s perception of public kindergartens and in systems to improve working conditions of short career teachers of public kindergartens.