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¹ßÇàÇÐȸ : Çѱ¹±³¿ø±³À°ÇÐȸ [THE KOREAN SOCIETY FOR STUDY OF TEACHER EDUCATION]
¹ßÇàÁ¤º¸ : Çѱ¹±³¿ø±³À°¿¬±¸ Á¦ 27±Ç 1È£ pp.19-42(24 pages)
¹ßÇà³âµµ : 2010
ÀúÀ۽ñâ : 2010³â
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I. ¼·Ð
II. ÀÌ·ÐÀû ¹è°æ
1. ±³»çÀÇ ÀνķÐÀû ½Å³ä
2. ±³»çÀÇ ÀνķÐÀû ½Å³ä°ú ±³½Ç ¼ö¾÷Çൿ
III. ¿¬±¸ ¹æ¹ý
1. ¿¬±¸ ´ë»ó
2. ¿¬±¸ µµ±¸ ¹× ÀýÂ÷
3. ÀÚ·á ºÐ¼®
IV. ¿¬±¸°á°ú ¹× ³íÀÇ
1. ±³»çÀÇ ÀνķÐÀû ½Å³ä¿¡ µû¶ó ±³½Ç ¼ö¾÷ÇൿÀÇ È¿°ú¼º¿¡´Â ¾î¶² Â÷ÀÌ°¡ Àִ°¡?
2. ±³»çÀÇ ÀνķÐÀû ½Å³ä¿¡ µû¶ó ±³½Ç ¼ö¾÷Çൿ¿¡¼ °Á¶ÇÏ´Â ºÎºÐ¿¡´Â ¾î¶² Â÷ÀÌ°¡ Àִ°¡?
3. ±³»çÀÇ ÀνķÐÀû ½Å³ä¿¡ µû¶ó ±³½Ç ¼ö¾÷ÇൿÀº ±¸Ã¼ÀûÀ¸·Î ¹«¾úÀÌ ¾î¶»°Ô ´Ù¸¥°¡?
V. °á·Ð
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ABSTRACT
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º» ¿¬±¸´Â ±³»çÀÇ ÀνķÐÀû ½Å³ä°ú ±³½Ç ¼ö¾÷Çൿ °£ÀÇ
°ü·Ã¼ºÀ» ±¸Ã¼ÀûÀ¸·Î Ž»öÇÏ´Â °ÍÀÌ ±Ã±ØÀûÀÎ ¸ñÀûÀÌ´Ù. À̸¦ À§ÇØ Chan°ú Elliott(2004)ÀÇ ÀνķÐÀû ½Å³ä ¼³¹®Áö¸¦ È°¿ëÇÏ¿© ±³»çÀÇ ÀνķÐÀû ½Å³ä ¼öÁØÀ» ¼¼·ÃµÇ°í Á¤±³ÇÑ ½Å³ä, ¹Ì¼÷ÇÏ°í ´Ü¼øÇÑ ½Å³ä ±×¸®°í È¥ÇÕµÈ ½Å³äÀ» °¡Áø ±³»ç 6¸íÀ» ¼±Á¤ÇÏ¿´°í, Gagn?(1985)ÀÇ 9°¡Áö ¼ö¾÷»ç»ó¿¡ ±Ù°ÅÇÏ¿© ¼ö¾÷Çൿ °üÂû µµ±¸¸¦ °³¹ß ÈÄ 7¸íÀÇ Æò°¡ÀÚ°¡ ÇØ´ç ±³»çµéÀÇ ¼ö¾÷À» °üÂû ÆòÁ¤ÇÏ¿´´Ù. ¿¬±¸ °á°ú, ù°, ±³»çÀÇ ÀνķÐÀû ½Å³ä°ú ±³½Ç ¼ö¾÷ÇൿÀÇ È¿°ú¼º Ãø¸é¿¡¼, ¼ö¾÷ Àü°³ ºÎºÐ°ú 9°¡Áö ¼ö¾÷»ç»ó Áß '¼±ÇàÇнÀ »ó±â', '¿¬½À'¿¡¼ ¼¼·ÃµÇ°í Á¤±³ÇÑ ½Å³äÀ» °¡Áø ±³»ç´Â ´Ù¸¥ ½Å³äÀ» °¡Áø ±³»çº¸´Ù Á» ´õ È¿°úÀûÀÎ ¼ö¾÷ÇൿÀ» ÇÏ°í ÀÖ´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù. µÑ°, ±³»çÀÇ ÀνķÐÀû ½Å³ä¿¡ µû¶ó ½ÇÁ¦ ¼ö¾÷Çൿ¿¡¼ °Á¶ÇÏ´Â ºÎºÐÀ̳ª ±¸Ã¼ÀûÀÎ ¼ö¾÷ÇൿÀ» »ìÆ캸¸é, ¹Ì¼÷ÇÏ°í ´Ü¼øÇÑ ½Å³äÀ» °¡Áø ±³»ç´Â ±³»ç ÁÖµµÀûÀÎ ¼ö¾÷ ÁøÇàÀÌ µÎµå·¯Á³°í, È¥ÇÕµÈ ½Å³äÀ» °¡Áø ±³»ç´Â ÇнÀ¸ñÇ¥ ´Þ¼ºÀ» À§ÇØ ³ë·ÂÇϳª ¼ö¾÷°úÁ¤¿¡¼ È¿°úÀûÀÎ ¹æ¹ýµéÀ» Á¦½ÃÇÏÁö ¸øÇß´Ù. ¹Ý¸é ¼¼·ÃµÇ°í Á¤±³ÇÑ ½Å³äÀ» °¡Áø ±³»ç´Â À¯ÀǹÌÇÑ ÇнÀÀÌ ÀÌ·ç¾îÁöµµ·Ï ¼ö¾÷¹æ¹ýÀ» ½ÇõÇÏ·Á´Â ¼ö¾÷ÇൿÀÌ ³ªÅ¸³µ´Ù.
The primary purpose of the st
udy was to examine or relate epistemological belief to teaching practice. The epistemological belief questionnaires developed by Chan and Elliott(2004) were used to choose 6 sophisticated, naive and mixed teachers. The observation of teaching practice was conducted by experienced teachers and doctors of education. The observation tool was developed by nine events of instruction from Gagn?(1985). The findings of this case study were as follows: first, according to the level of epistemological belief, effectiveness of teaching practice was partly different in 'development domain' of teaching and 'stimulating recall of prior learning', 'providing learning guidance' domains among the 9 events of instruction. Second, naive teachers performed mostly teacher-directed, mixed teachers made an effort to master the learning objectives but lacked effective teaching methods. Sophisticated teachers' teaching practices were concentrated on the learner's meaningful learning. With these results, the study proposes that epistemological belief have an important role to teaching practice, and epistemological belief should be included in teacher education and emphasized in teachers' learning to teach. (ÀÌÇÏ »ý·«)
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