Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)
- Volume 29 Issue 2
- /
- Pages.155-165
- /
- 2010
- /
- 1598-3099(pISSN)
- /
- 2733-8436(eISSN)
Self-concept and Teaching Anxiety of Elementary School Teachers about Inquiry Instruction in the Science Class
과학과 탐구 수업에 대한 초등학교 교사의 자아 개념과 교수 불안
- Jang, Eun-Jin (Seoul Myeondong Elementary School) ;
- Kwon, Chi-Soon (Seoul National University of Education)
- Received : 2010.02.06
- Accepted : 2010.05.24
- Published : 2010.05.31
Abstract
The purpose of this study is to look into self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class, and investigate correlations among them. For this study, the survey was carried out on 338 elementary school teachers, and the interview was conducted with 5 of them. The results of this study are as follows; Self-concept of elementary school teachers about inquiry instruction in science class was more positive than usual. And the teachers who were male, older and majored in science education showed more affirmative self-concept about inquiry instruction in science class. Teaching anxiety of elementary school teachers about inquiry instruction in science class was less than usual. And the teachers who were male, older and majored in science education showed less teaching anxiety about inquiry instruction in science class. The correlation of self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class was an negative interrelation. This presents that the teachers, who have more positive self-concept about inquiry instruction in science class, have less teaching anxiety than those who have more negative one. Consequently, teacher training and retraining programs should be developed and conducted by grasping teachers' self-concept and their anxiety, to reduce anxiety about inquiry instruction in science class.