HOME / ¹®¼¸¶ÄÏ / ³í¹® / »çȸ°úÇкоß
¿¹ºñ±³»çµéÀÇ Çù·ÂÀû¼ö¾÷¿¬±¸¿¡ ´ëÇÑ ½ÇÇà ³í¹® ÀÚ·áÀÔ´Ï´Ù
Àüü 28 page Áß 1 page±îÁö ¹Ì¸®º¸±â°¡ °¡´ÉÇÕ´Ï´Ù.
¼Ò°³±Û
Á¦¸ñ : ¿¹ºñ±³»çµéÀÇ Çù·ÂÀû ¼ö¾÷¿¬±¸¿¡ ´ëÇÑ ½ÇÇ࿬±¸
ÀúÀÚ : ¼°æÇý
¹ßÇàÇÐȸ : Çѱ¹±³¿ø±³À°ÇÐȸ [THE KOREAN SOCIETY FOR STUDY OF TEACHER EDUCATION]
¹ßÇàÁ¤º¸ : Çѱ¹±³¿ø±³À°¿¬±¸ Á¦ 29±Ç 2È£ pp.49-76(28 pages)
¹ßÇà³âµµ : 2012
ÀúÀ۽ñâ : 2012³â
¸ñÂ÷
¿ä¾à
I. ¿¬±¸ÀÇ Çʿ伺 ¹× ¸ñÀû
II. °³³äÀû Ʋ
1. Çù·ÂÀû Àü¹®¼º °³¹ß
2. ¼ö¾÷¿¬±¸
3. ¸¶ÀÌÅ©·ÎÅÍĪ
III. ¿¬±¸¹æ¹ý
1. ½ÇÇ࿬±¸
2. ¿¬±¸Âü¿©ÀÚ
3. ÀÚ·á¼öÁý ¹× ºÐ¼®
IV. ¿¬±¸°á°ú
1. ¿¹ºñ±³»çµéÀ» À§ÇÑ Çù·ÂÀû ¼ö¾÷¿¬±¸¸ðÇüÀÇ °³¹ß
2. Çù·ÂÀû ¼ö¾÷¿¬±¸¸ðÇüÀÇ ½ÇÇà°úÁ¤
3. Çù·ÂÀû ¼ö¾÷¿¬±¸¸ðÇüÀÇ ½ÇÇà°á°ú
4. Çù·ÂÀû ¼ö¾÷¿¬±¸¸ðÇü¿¡ ´ëÇÑ °³¼±¾È
V. °á·Ð
Âü°í¹®Çå
ABSTRACT
º»¹®³»¿ë
ÀÌ ¿¬±¸´Â º» ¿¬±¸ÀÚ°¡ Çù·ÂÀû ¼ö¾÷¿¬±¸¸ðÇüÀ» Àû¿ëÇÏ¿©
¿¹ºñ±³»çµéÀ» ÇÑ Çб⠵¿¾È °¡¸£Ä¡¸é¼ ±× °úÁ¤°ú °á°ú¸¦ Ž±¸ÇÑ ½ÇÇ࿬±¸·Î ¿¹ºñ±³»çµéÀÇ Çù·ÂÀû Àü¹®¼º °³¹ßÀ» º¸´Ù È¿°úÀûÀ¸·Î Áö¿øÇÏ´Â µ¥ ¸ñÀûÀ» µÎ°í ÀÖ´Ù. Çù·ÂÀû ¼ö¾÷¿¬±¸¸ðÇüÀº Çù·ÂÀû Ž±¸ÀÇ °³³ä, ¼ö¾÷¿¬±¸¸ðÇü, ¸¶ÀÌÅ©·ÎƼĪ¸ðÇü µîÀ» Åä´ë·Î ¸î ³â¿¡ °ÉÄ£ ÇöÀå½ÇÇèÀ» ÅëÇØ °³¹ßµÇ¾úÀ¸¸ç, °øµ¿°èȹ, ¼ö¾÷ ¹× °üÂû, Æò°¡¿Í Çǵå¹é, ÀÚ±â¹Ý¼º, ¼öÁ¤ ¹× Àç¼ö¾÷ÀÇ ¼øȯÀû °úÁ¤À» Ư¡À¸·Î ÇÑ´Ù. ÀÌ Çù·ÂÀû ¼ö¾÷¿¬±¸¸ðÇüÀ» ¿¹ºñ±³»çµéÀ» ´ë»óÀ¸·Î ÇÑ Çб⠵¿¾È ½ÇÇàÇÑ °á°ú ¼ö¾÷Àü¹®¼º Çâ»ó¿¡ µµ¿òÀÌ µÇ´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù. ¿¬±¸°á°ú¸¦ Åä´ë·Î ¿¹ºñ±³»çµéÀÇ Çù·ÂÀû Àü¹®¼º °³¹ßÀ» º¸´Ù È¿°úÀûÀ¸·Î Áö¿øÇϱâ À§ÇÑ °³¼±¹æ¾ÈÀ» ³íÀÇÇÏ¿´´Ù.
The present study is an actio
n research on preservice teachers' collaborative inquiry. As a teacher educator, I found the individualistic and competitive approach to preservice teacher education problematic. A great number of studies have shown that teacher collaboration has a positive impact on professional development and leads to improvement in teachers' knowledge and practice. To facilitate collaborative professional development among preservice teachers, I conducted this action research. I developed a collaborative inquiry model for preservice teachers based on the concepts of 'knowledge-of-practice', lesson study, and microteaching and implemented it for one semester in a preservice teacher education program. The collaborative inquiry model consists of a cyclic process of collective planning, teaching and observation, evaluation and feedback, self-reflection, revision and re-teach. The results of this study showed that the collaborative inquiry model was of help to improve preservice teachers' professional knowledge and practice. Based on the results, how to effectively foster preservice teachers' collaborative professional development was discussed. (ÀÌÇÏ »ý·«)
Âü°í¹®Çå
¾øÀ½
¹ÞÀº º°Á¡
0/5
0°³ÀÇ º°Á¡
¹®¼°øÀ¯ ÀڷḦ µî·ÏÇØ ÁÖ¼¼¿ä.
¹®¼°øÀ¯ Æ÷ÀÎÆ®¿Í Çö±ÝÀ» µå¸³´Ï´Ù.
Æ÷ÀÎÆ® : ÀÚ·á 1°Ç´ç ÃÖ´ë 5,000P Áö±Þ
Çö±Ý : ÀÚ·á 1°Ç´ç ÃÖ´ë 2,000¿ø Áö±Þ
ÀúÀÛ±Ç Á¤º¸
À§ Á¤º¸ ¹× °Ô½Ã¹° ³»¿ëÀÇ Áø½Ç¼º¿¡ ´ëÇÏ¿© ¾ÅÅ©Á¸Àº º¸ÁõÇÏÁö ¾Æ´ÏÇϸç, ÇØ´ç Á¤º¸ ¹× °Ô½Ã¹° ÀúÀ۱ǰú ±âŸ ¹ýÀû Ã¥ÀÓÀº ÀÚ·á µî·ÏÀÚ¿¡°Ô ÀÖ½À´Ï´Ù.
À§ Á¤º¸ ¹× °Ô½Ã¹° ³»¿ëÀÇ ºÒ¹ýÀû ÀÌ¿ë, ¹«´Ü ÀüÀ硤¹èÆ÷´Â ±ÝÁöµÇ¾î ÀÖ½À´Ï´Ù.
ÀúÀÛ±ÇħÇØ, ¸í¿¹ÈÑ¼Õ µî ºÐÀï¿ä¼Ò ¹ß°ß½Ã °í°´¼¾ÅÍÀÇ ÀúÀÛ±Ç Ä§ÇØ½Å°í¸¦ ÀÌ¿ëÇØ Áֽñ⠹ٶø´Ï´Ù.
ºê·£µå Á¤º¸
°í±Þ ³í¹®À» Á¦°øÇÏ´Â ÇÐÁö»ç ´º³í¹®Àº Àü¹® Çо÷ ºÐ¾ß¿¡ ÃÖ°íÀÇ ÀڷḦ º¸ÀåÇϸç
°¢Á¾ ¿¬±¸ »ç·Ê¿Í ¹Ì·¡ ºÐ¼® µîÀÇ ÀڷḦ ÅëÇØ Àι®ÇÐ, »çȸ ÀÚ¿¬°úÇÐ ºÐ¾ßÀÇ ±íÀÌ Àִ Ž»öÀ» ÇÒ ¼ö ÀÖ°Ô µµ¿Íµå¸®°Ú½À´Ï´Ù.
ÆǸÅÀÚ·á ¼ö : 32,704°Ç