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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¦ 22±Ç 1È£ pp.89-108(20 pages)
¹ßÇà³âµµ : 2005
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ABSTRACT
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This study aims to explore th
e factors of the instructional expertise and to investigate the correlation between the related variables'(gender, period of service, school level, subject matter) and teacher's instructional expertise. The subject of study is five hundreds in-service teacher. The primary statistical techniques used for this study were t-tests, variation analysis and correlation analysis. The results of this study were revealed as follows: First, As the meaningful factors of teacher's instructional expertise 11 aspects, namely reflexive thinking, readiness, knowledge, understanding of students, pedagogical wisdom, methods, skills, using media, evaluation, feedback, class management estimated. Second, there was significant correlation between school level, period of service and the instructional expertise. Concretely, The difference of the teacher's instructional expertise was significant by school level related to readiness, methods, using media and by period of service related to feedback and class management. Through the results, it could be suggested that the concept of teacher expertise should be empirically reexamined on the basis of the instruction, especially considering the aspects of the understanding capability such as self-esteem, counseling and conversation ability. In conclusion, the scale of instructional expertise of teachers which was developed in this study can be ultimately utilized as teacher's self-diagnostic evaluation. (ÀÌÇÏ »ý·«)
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