전국 시ㆍ도교육청 교원 연수기관의 과학교육 관련 교원 직무연수에서의 과학 교사 전문성 요소 및 과학교육 개혁 동향 반영에 대한 분석 (Analysis of Science Teacher Expertise Elements and Reflection of Science Education Reform Trend in In-Service Training Courses - Focusing on Comprehensive Education Training Institutes -)

서지정보

· 발행기관 : 한국생물교육학회
· 수록지 정보 : 생물교육 / 49권 / 1호 / 42 ~ 53페이지
· 저자명 : 양윤영, 김재근

초록

The purpose of this study is to overview and analyze teacher training courses of comprehensive education training institutes for the last 3 years from 2017 to 2019 in order to provide the direction of improvement of teacher development: (1) What science teacher expertise elements are included in teacher trainings, (2) How much teacher trainings reflect the trends in science education reform in the 2015 revised curriculum. The analysis criteria were developed through inductive analysis of the teacher training programs after extracting the components of science teacher expertise based on the literature reviews. The analysis shows that the number of teacher training courses is steadily growing every year. In terms of training participants, courses for secondary school teachers were most often being operated and in terms of training methods, off-line training occupied the biggest percentage. Among the elements of science teacher expertise, the ability to understanding and performing experiments and investigations was accounted the largest percentage. In addition there were few opportunities to be developed the ability to cognitive and affective understanding of students, maintaining and creating a learning environment, and how to teach scientific modeling classes. Moreover, there were not enough teacher training programs to cultivate Pedagogical Content Knowledge (PCK) for science practice-based instruction and nature of science instruction, and teacher feedback expertise, which was newly emphasized in the 2015 revised science curriculum.

영어초록

The purpose of this study is to overview and analyze teacher training courses of comprehensive education training institutes for the last 3 years from 2017 to 2019 in order to provide the direction of improvement of teacher development: (1) What science teacher expertise elements are included in teacher trainings, (2) How much teacher trainings reflect the trends in science education reform in the 2015 revised curriculum. The analysis criteria were developed through inductive analysis of the teacher training programs after extracting the components of science teacher expertise based on the literature reviews. The analysis shows that the number of teacher training courses is steadily growing every year. In terms of training participants, courses for secondary school teachers were most often being operated and in terms of training methods, off-line training occupied the biggest percentage. Among the elements of science teacher expertise, the ability to understanding and performing experiments and investigations was accounted the largest percentage. In addition there were few opportunities to be developed the ability to cognitive and affective understanding of students, maintaining and creating a learning environment, and how to teach scientific modeling classes. Moreover, there were not enough teacher training programs to cultivate Pedagogical Content Knowledge (PCK) for science practice-based instruction and nature of science instruction, and teacher feedback expertise, which was newly emphasized in the 2015 revised science curriculum.

참고자료

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