• 한국콘텐츠학회논문지
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• 제19권10호
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• pp.1-10
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• 2019

이 연구는 교육환경 변화에 부응하는 콘텐츠 중심의 교사 전문성 개발 프로그램이 필요하다는 문제의식에서 교사들의 전문성개발 프로그램 콘텐츠별 참여 실태와 필요성 및 효과성 인식 수준을 분석하였다. OECD의 교수-학습 국제조사 자료(TALIS)를 활용하여 중학교 교사 4,000명을 대상으로 교사들의 인식을 분석하였다. 분석결과, 교사들의 전문성 개발 참여율이 가장 높은 프로그램은 주로 교과내용 중심 콘텐츠인 반면에, 새롭게 요구되는 콘텐츠(ICT, 다문화 지도, 학교경영과 행정, 새로운 직업기술)의 경우 교사들의 전문성 개발 프로그램 참여율이 낮았다. 들째, 교사들의 프로그램 참여율이 낮았던 콘텐츠에 대해 필요성 및 효과성 인식 수준 역시 낮은 것으로 나타났다. 끝으로, 교사경력에 따라 전문성 개발이 필요한 콘텐츠와 그 효과성을 달리 인식하고 있어 교사의 발달과정에 따라 전문성 개발 프로그램 콘텐츠를 다르게 접근해야 함을 시사하였다.

• 가정과삶의질연구
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• 제35권1호
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• pp.83-105
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• 2017

The purpose of this study is to strengthen the professional competence of novice play therapists through training, and to develop a CCPT internship program that encourages them to participate by experiencing play therapy education and cases. The five novice play therapists who participated in this study were currently getting their master's degrees in child psychotherapy. The novice play therapists's CCPT Internship program conducts 20 hours of education and practices, 24 hours of group supervision, 16 sessions of play therapy. The results of the research were as follows. First, the novice play therapist's CCPT internship program gave the play therapists positive effects on the development level. Second, the novice play therapist's CCPT internship program had a positive effect on the therapists' performance ability on play therapy. Third, the change of psychological and emotional reactions of play therapists through self-examination was different depending on the stage in the play therapy.

• 영어어문교육
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• 제15권2호
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• pp.1-25
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• 2009

The purpose of this study is to explore the potential of peer coaching for EFL teachers' professional development. For this study, 12 college teachers in Korea participated in a 10-week program. They were 7 males and 5 females, ranging in age from 24 to 37 years. Data were collected through semi-structured interviews. Reflective analysis was used to analyze individual interview data. From the findings, two significant categories of peer coaching were identified: positive and negative responses to peer coaching experience. However, the overriding themes that emerged from the data were the benefits of peer coaching. The participants were almost unanimous in their acknowledgement of the advantages of peer coaching, such as reflective support through other's eyes, improved working environments, greater teaching strategies, higher professional self-esteem, and awareness of self-directed learning. Negative responses also appeared, mostly in regard to the working principles of implementation; the major issues of difficulties were time management, complexities of implementation procedure, stress and personal vulnerability, and relative lack of reflection and feedback skills. Demonstrating the participants' experiences towards the peer coaching program, this study provides EFL teachers with useful insights into peer coaching as an effective tool of their professional development.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권3호
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• pp.177-184
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• 2007

The purpose of this paper is to introduce the development of a new Lesson Video-Case Lab (LVCL) program in Suzhou, China. This program involves the creation of several series of hypermedia video-cases on teaching and learning designed to facilitate mathematics teachers' professional development. Each of these video-cases consists of lesson clips, case questions, interviews with experts, comments by peers, responses by students and other related resources. The study has implications pertaining to the use of technology in teacher development, the production of hypermedia video-cases, as well as research on case-based pedagogy and pedagogy in general.

• 한국지구과학회지
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• 제36권5호
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• pp.484-499
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• 2015

This study explores the impact of a STEM integration teacher professional development program focusing on teachers' perception of engineering and their attitudes toward integrating engineering into teaching. A total of sixty-eight teachers from ten schools participated in the program for five days. Data are collected from three main sources including (1) pre and post concept maps probing teachers' perceptions about the engineering discipline, (2) a pre and post survey measuring teachers' self-efficacy of teaching science/mathematics within the engineering context, and (3) engineering integrated science and (or) mathematics lesson plans and teaching reflections. This study utilizes both qualitative and quantitative research methods depending on the data we have collected. The results show that both science and math teachers thought that integrating engineering into teaching provided valuable outcomes, i.e., promoting students' learning about engineering and improving their interest in science or math through real-world problem solving exercises. Participants also felt more comfortable about integrating engineering in their teaching after the program. The results also imply that the teachers' understandings of engineering become more concrete after the program. This study also provides an overview of the challenges and advantages of teaching engineering in K-12 science and mathematics classrooms.

• 디지털융복합연구
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• 제9권5호
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• pp.113-121
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• 2011

정보보호에 대한 중요성이 점차 증대됨에 따라 관련 업무를 수행할 수 있는 전문인력에 대한 수요 역시 증가하고 있다. 하지만, 양질의 전문인력을 양성하는데 있어 현실적인 문제점이 존재하며 이에 대한 장 단기적 해결방안이 요구된다. 본 논문에서는 정보보호 전문인력 양성을 위한 정보보호 필수요구지식을 직무에 따라 제시하고, 융합전공 기반의 교육인증 프로그램 및 향후연구를 제안하였다. 이를 위하여 미국의 정보보호 교육인종 프로그램을 분석하는 한편, 국내 현실을 반영한 정보보호 교육인증 프로그램의 성공요인을 제시하였다.

• 한국과학교육학회지
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• 제25권4호
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• pp.472-479
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• 2005

이 연구는 과학교사의 탐구과학능력발달의 전문성을 위하여 교육현장에서 실질적으로 적용 가능한 SSCS 프로그램을 이용하여 적용하고, 그에 대한 교사들의 인식을 조사하였다. 과학교사의 탐구능력발달에 대한 전문성을 위한 일련의 프로그램으로, 과학교사 28명이 SSCS 워크샵과 연수를 통하여 SSCS 모듈을 개발하고, 시연하는 일련의 과정으로 구성되었다. 과학 교사들의 탐구능력발달 모듈을 개발, 그리고 적용과 효과에 대한 인식이라는 두 가지의 연구 문제에 대하여 조사하였다. 과학 교사의 탐구능력발달 전문성은 SSCS 모델을 적용한 프로그램 개발과 수업 기술이 포함되며, 이것은 교사의 SSCS 모델 활용을 위하여 선결되어야 할 문제점으로 지적되었다. 교사들이 인식하는 프로그램 적용의 구체적인 효과는 교사의 과학 및 과학 학습에 대한 스스로의 동기 유발, 탐구적 문제해결 능력 함양, 탐구 과학 수업에 대한 자신감 함양 등이 제시되었다. 그러나, 프로그램의 과정이 요구하는 많은 시간과 노력과 다양한 분야에 대한 전문적 지식과 상식은 실질적인 어려운 점으로 지적되었다. 한편 교사들은 교육과정 과학 시간상의 제약 실질적인 학습효과에 대한 불확실성, 프로그램 개발의 어려움, 다양한 수업 전략의 필요로 인하여 SSCS 프로그램의 학교 현장 적용에 다소 제한적인 관점을 나타냈다.

• 기술사
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• 제26권5호
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• pp.3-10
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• 1993

• 한국초등과학교육학회지:초등과학교육
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• 제31권1호
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• pp.99-108
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• 2012

This study investigated the characteristics of preservice elementary teachers' science PCK through a mentoring program. Their perceptions of the mentoring program were also examined. The participants of this study were 33 preservice elementary teachers who prepared science lessons in small groups. A mentoring program was implemented in the processes of science lessons planning and evaluation to support their professional development. The characteristics of the preservice elementary teachers' science PCK exhibited through the mentoring program were as follows: They showed poor understanding of instructional models and logical connections of each instructional step. They also had problem in setting a clear learning goal for their science lessons. This was related with their poor understanding of the curriculum. They seldom considered students' misconceptions, and their perceptions of assessment were quite restricted. The analyses on their perceptions of the mentoring program revealed that the preservice teachers thought it was helpful for their professional development in several aspects. Mentoring could play an important role to examine and improve preservice elementary teachers' science PCK.

• 한국과학교육학회지
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• 제31권7호
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• pp.1040-1054
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• 2011

This formative evaluation study presents a professional development program, "Earth Science Systems for Teachers (ESST)" held in a Midwest State in the United States. This study investigates how a professional development for urban teachers affects the teacher participants' perceptions of using the urban environment for their science teaching and their lesson unit development. The purpose of the program was to help urban teachers create science units using the urban geologic environment and its connection to urban students' everyday lives. The participant teachers' daily journal entries during the program, their lesson plans before and after the program, as well as their teaching reflections were collected as major data source. The teachers' daily journal entries were analyzed qualitatively and their pre-post lessons were analyzed quantitatively using a lesson plan analysis tool, Culturally Relevant Science Teaching Perspectives (CRSTP) was developed by the author. The lesson analysis tool was used to assess teachers' science lesson plans in the perspective of culturally relevant pedagogy and place-based pedagogy. The major findings include: 1) The teacher participants' field experiences in urban geologic sites and urban environments help the teachers to change their perceptions of using the urban environment as a teaching resource and 2) there were significant differences in their pre and post lesson unit scores based on CRSTP (P<. 01). The implications of this study are also discussed.