• Journal of the Korean School Mathematics Society
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• v.11 no.1
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• pp.1-18
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• 2008

This study aims to provide answers to two questions regarding the supervision of pre-service mathematics teachers: 'Who should carry out the work of supervision?' and 'How can it most skillfully be done?' The answer to the first question seems to be that, for a variety of reasons, university teachers and mentors appear best suited to do the supervision in a cooperative relationship with pre-service teachers. The assumption that seems to underlie the collaborative supervision is that field-based experiences are necessary and useful components of professional development in pre-service teacher preparation programs. With respect to the second question, it is suggested that a non-judgemental approach should be considered, along with strategies and techniques for judgemental supervision, as a way to make math teacher supervision more meaningful and helpful for the improvement of teaching and long-term professional development. It is hoped that a continued exploration of models of teacher supervision and evaluation of their effectiveness will help pre-service math teachers, supervisors and mentors learn more about teaching and improve their own teaching.

• 교육공학연구
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• v.33 no.1
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• pp.105-135
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• 2017

The purpose of this study is to clarify conceptually the difference of instructional coaching, instructional supervision, and instructional consulting by analyzing their own characteristics. The practices for instructional improvement are common in that fundamental objectives are improvement of instruction and development of teacher's professionalism in instruction. However, each area changed according to the social flow and the demands of the educational field and created a unique activity system. So, in order to get rid of this mixed use of these terms, it is meaningful to distinguish the concepts, attributes, and areas of each activity. The specific study questions were 1) what is the origin of coaching, supervision, and consulting? 2) how are instructional coaching, instructional supervision, and instructional consulting defined in existing research in korea? 3) how can we conceptually distinguish instructional coaching, instructional supervision, and instructional consulting? Based on reviewing various existing studies, First, this study investigated the conceptual origins and lexicons of coaching, supervision, and consulting, respectively, in addition reviewd the prior studies conducted in Korea with regard to instructional coaching, instructional supervision, and instructional consulting, and summarized how each concept is defined according to the researcher. Second, this study compared each two concept with another one. Finally, the existing definitions of instructional coaching, instructional supervision, and instructional consulting were analyzed to find out the inherent and common attributes of each concept. In conclusion, this study suggest that the concept of instructional consulting needs to be redefined to better reflect the characteristics of activities, and that studies that rethink the relationship between instructional coaching and instructional supervision are needed.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1092-1109
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• 2011

The purpose of this study was to analyze of the effects of instructional supervision emphasizing reflective thinking on science teaching of elementary teachers. The participants in this study were two teachers. This study was divided in former, middle, and later periods, and consisted of monitoring their own teaching, interviewing, journal writing, discussion with peer teachers and teacher training. Data included descriptions of nine science classes, nine interviews, seven journals and the journals of the researcher. Data analysis tools were the frameworks of the questions, feedback, teaching methods, elements of teaching behavior, and reflection levels. This study employed qualitative research, analysis of the frequency of data, and quoting of descriptions related to the result. The results of this study were as follows: First, teachers showed mainly technical reflection, but changed to show more practical reflection, and critical reflection in the later period of instructional supervision. Second, instructional supervision emphasizing reflective thinking on science teaching for elementary teachers meaningfully changed the question, feedback, teaching methods and teaching elements of teachers. From the results of this study, instructional supervision emphasizing reflective thinking on science teaching for elementary teachers can be considered an effective method in improving teaching elementary science, and instructional supervision used in this study made possible the higher level of reflection and appropriate teaching behavior.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.63-78
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• 2013

Purposes of this study were to explore the process of experience that science teachers go through when participating in peer coaching meetings to improve teaching ability and to find out factors that affect each process of experience. The data were collected through recording of peer coaching meetings, videotapes of science class, and interviews. All the data were analyzed after transcription. The results of the study showed that even though Teacher K broke the ice and formed consensus among the peers by developing Content Representation (CoRe) at the beginning of the meetings, he became self-defensive rather than receptive of peers' opinions on the recorded class at the discussion session. But as the peer coaching went on, he realized that peer coaching was not about evaluation but rather on improving his teaching ability. In turn, he was able to look at his teaching in a more objective point of view and accepted suggestions from peer coaching discussion. The self-reflection of Teacher K acted as the key factor in the efforts to improve his teaching ability. He sought the concrete alternatives through the class analysis with fellow teachers and showed major changes in his teaching practice from the language habits, pronunciation, and speed of his speech to the interaction with students and class design. However, there was little change in knowledge of curriculum and assessment due to his strong orientation to improve students' grades as an academic high school teacher. Likewise, it was found that while peer coaching exert a strong influence on instructional methods and strategies of Teacher K, his strong orientation to improve students' grades hinders a balanced development of subcomponents of PCK.

• Communications of Mathematical Education
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• v.16
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• pp.279-287
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• 2003

본 연구는 고등학교 수학 교과의 6차시 분의 교실 수업을 비디오로 녹화하여 TIMSS 비디오 연구에서 사용한 코드와 현재 고등학교에서 수업 장학을 위하여 가장 많이 사용하는 점수형 수업참관록으로 분석하였다. TIMSS 비디오 연구의 코드를 활용하여 분석한 결과 교실 수업의 다양한 상황과 수업 내용을 자세하고 객관적인 결과를 얻을 수 있으나 1/3정도의 코드는 거의 사용되지 않는 문제점을 보여주어서 우리 나라 고등학교 수학 수업 분석을 위해서는 TIMSS 연구에서 사용한 코드의 수를 줄여서 고등학교 수학 교실 분석에 사용하는 것이 유용할 것 같다. 수업참관록의 요소를 사용한 분석 결과는 단순하고 개괄적이어서 수업 내용을 정확하게 분석하기는 어렵고 단지 수업 평가 정도의 의미를 지닌다. 따라서 수업참관록에 분석 요소를 추가시킴으로서 보다 의미있고 객관적인 수업 장학을 할 수 있을 것으로 사료된다.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.91-107
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• 2010

The purpose of this study was to investigate what middle school Home Economics(HE) teachers perceive, practice and need for self-supervision at school related to HE. Questionnaires were sent by E-mail and 150 were collected. Descriptive statistics including frequency, percentage, average, standard deviation, t-test and ANOVA analysis were reported using SPSS/win 10.1. The results of this research were as follows: First, middle school HE teachers perceived that self-supervision at school was essential since it promoted self reflection of teachers themselves and improved professional skills. Furthermore, peer-coaching was highly preferred. Second, negative responses to the supervision of principal, vice-principal, and peer teachers overwhelmed positive answers. Information exchange among peer teachers was frequent, yet, approximately 22.6% of middle school HE teachers were still avoiding sharing information process for several reasons. About half of the teachers answered that all teachers needed to participate in this process. Third, they pointed out that self-supervision at school was not implemented well because of the lack of time due to the heavy work load, negative and passive attitude for the improvement of teaching-learning activities, administration-centered supervision that did not reflect teachers' opinion, and shortage of economical, and environmental support.. HE teachers perceived that peer teachers who were doing good practices were most helpful for the supervision. Also, they preferred self-evaluation at the end of the self-supervision at school. Forth, to improve self-supervision at school, there were very high demands for reduction of administrative work, additional time, fundamental philosophy toward HE education. Fifth, the purpose and detailed plans of self-supervision were recognized as the results that were democratically derived by the HE teachers. Sixth, class inspection and informal inspection were operated once in a year, and self-training was rarely operated. Peer coaching and self-coaching were operated occasionally. Self-coaching and peer coaching were reported as the most helpful types of supervision. In addition, HE teachers answered that supervision was helpful to teaching method followed by contents, evaluation, and philosophy of education.

• Proceedings of the KAIS Fall Conference
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• 2011.05b
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• pp.785-788
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• 2011

본 연구는 보육교사들의 이야기나누기 수업 운영의 어려움에 대해 구체적으로 알아보기 위해 수업운영과정에서 교사가 경험하는 내용과 의미에 대한 질적인 분석을 하였다. 연구의 목적은 보육교사의 반성적 사고능력의 향상과 다양한 수업에 대한 지원을 통한 보육교사의 수업능력 향상을 돕는데 있다. 이 연구를 위하여 어린이집에서 담임으로 근무하는 교사 7명이 연구에 참여하였고, 참여관찰, 심층면담, 동료교사와의 협의, 교사의 저널쓰기 등의 자료를 수집하여 분석하였다. 연구의 결과는 다음과 같다. 첫째, 이야기나누기 수업 운영에서 교사들은 이야기나누기 수업준비를 위한 시간부족과 유아와의 상호작용, 교사의 발문, 유아의 주의집중에서 어려움으로 느끼고 있었으며 수업 운영에 필요한 다양한 지원과 함께 교사가 수업의 질을 향상시킬 수 있는 장학의 필요성을 인식하게 되었다.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.61-75
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• 2007

The method used in this descriptive study is the survey. The purpose of the study is to investigate performances of middle school home economics(HE) teachers regarding the HE subject. Respondents in this study were 177 HE teachers. Questionnaires from HE teachers were collected through e-mails. With the operation of the SPSS/Win (ver10.1) program, the analyses such as mean, standard deviation, frequencies, percents, t-test and ANOVA are done to see the relations between the related variables. The results of this study were as follows. First, the middle school HE teachers performed well above the standards in terms of planning, execution, and evaluation about self supervision related to HE. Second, the HE teachers collected materials for instruction by using literary (books) survey, Internet and mass media. They mainly focused on improving ways of "teaching and learning" and deepening the studies related to contents of textbooks. Third, the HE teachers used various ways to improve self supervision in the following order: mass media, literary (books) survey, participation in societies for researches, meetings, various training and field trip More than half of the middle school HE teachers proceeded to graduate schools, joined meetings for researches and had experiences of taking classes in private institutes. They also made a field trip once or twice a year and depended much on TV programs and education broadcasting programs as ways of improving their performances related to self supervision. While they were actively sharing information with their peer group, they made little effort at analyzing and evaluating their classes and utilizing expert group for their classes. The main problems as to self supervision were that only the half of the HE teachers responded that they were performing self supervision related to their classes well above the standards and the area where they heavily focused on has been "teaching and learning" and "the studies related to contents of textbooks". Therefore, to motivate incentives of the HE teachers for self supervision, meetings for researches should be activated and various training programs should be developed. In addition, government should give administrative and institutional support through a publication of books introducing detailed ways of self supervision and an establishment of centers and institutions for supporting self supervision.

• Journal of the Korean Society for Library and Information Science
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• v.45 no.3
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• pp.49-68
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• 2011

The nature of supervision is to improve the quality of school education by assisting the teaching activities of teachers and development of a learning community. The school library should be considered a classroom, and should offer library-assisted instruction and information literacy through collaboration between the teacher librarian and subject teachers. Therefore, it should be under the systematic and settled supervision of school library experts. However, analysis shows school library-related divisions have carried out administrative supports in the 16 city and provincial education offices. It is necessary to seek a new supervision system in order to develop and support the education of teacher librarians and the educational value of school libraries. This study suggests The Reading and Library Section which integrates reading in school and public libraries as an independent division in municipal and provincial offices of education.

• Proceedings of the Korean Information Science Society Conference
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• 1999.10b
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• pp.125-127
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• 1999

고등학교 시간표 작성 문제는 학생, 교사, 학교, 일반 교실과 특별 교실 자원등 복잡한 제약조건과 요구사항이 있기 때문에 단순한 방법으로는 해결하기가 어렵다. 학생들은 다양한 과목을 선택할 수 있기를 바라고 교사들은 자신이 원하는 시간에 수업하기를 바란다. 또한, 학교에서는 효율적인 인적 자원 활용과 일반 교실 및 특별실의 사용으로 인한 학교의 장학 능력과 경쟁력의 고양을 원한다. 따라서, 고등학교 수업 시간표를 작성하는데 있어서의 다양한 문제를 최적의 시간표를 최적 탐색 문제로 정의하고, 이 문제를 휴리스틱 접근법인 Tabu Search 방법을 이용하여 해결하고자 한다.