• 제목/요약/키워드: Teaching efficacy belief

검색결과 48건 처리시간 0.038초

초등교사의 과학 교수 효능감이 학생의 과학 탐구 능력과 과학적 태도에 미치는 영향 (Effect of the Teacher's Science Teaching Efficacy on the Science Process Skills and Scientific Attitudes of Elementary School Students)

  • 이세정;임청환
    • 한국초등과학교육학회지:초등과학교육
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    • 제30권4호
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    • pp.459-467
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    • 2011
  • The purpose of this study is to find out the level of science teaching efficacy belief in the elementary school teachers and to find out the students' science process skills and scientific attitudes according to the level of the teacher's science teaching efficacy belief. After measuring science teaching efficacy belief of 109 teachers from nine elementary schools, three teachers who received the high score and three teachers who received the low score were selected from each 5th and 6th grade. Science process skills and scientific attitudes of 331 students who were in the selected 12 teachers' classes were measured. The results of this study were as follows; First, there were significant differences on the elementary school teachers' science teaching efficacy belief according to teacher's gender and career. The men's average score was clearly higher than women's average score on personal science teaching efficacy in science teaching efficacy belief according to teacher's gender. There was a obvious difference between the group of more than six-year less than ten-year and the group of more than fifteen-year less than twenty-year, the group of more than twenty-year on science teaching outcome expectancy in science teaching efficacy belief according to teacher's career. Second, there was not a evident difference on the elementary school students' science process skill according to the level of the elementary school teachers' science teaching efficacy. Third, there was a distinct difference on the elementary school students' scientific attitude according to the elementary school teachers' science teaching efficacy. There was a significant difference on the openness and the endurance in each scientific attitude. The level of science teaching efficacy belief in the elementary school teachers had few effects on the elementary school students' science process skill, on the other hand the level of science teaching efficacy belief in the elementary school teachers had an positive effect on the elementary school students' scientific attitude.

과학과교육 강의에서 예비 초등교사들의 학습환경에 대한 인식과 과학 교수효능감 (The Perceptions of Pre-service Elementary Teachers in Regards to the Learning Environment in Science Education Courses and Their Science Teaching Efficacy Belief)

  • 전경문
    • 한국초등과학교육학회지:초등과학교육
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    • 제25권1호
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    • pp.8-14
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    • 2006
  • This study examined how pre-service elementary teachers' perceptions regarding the learning environment (learning focus/ability-meritocracy/cooperative climate) and achievement goals (mastery/performance-approach/performance-avoidance) in science education courses jointly contributed to their science teaching efficacy beliefs (personal science teaching efficacy belief/science teaching outcome expectancy). A path analysis supported a causal model in which the perception of the learning focus influenced the mastery goal, which in turn influenced the personal science teaching efficacy belief and science teaching outcome expectancy. The perception of learning focus also had a direct effect on science teaching outcome expectancy. The perception of ability-meritocracy influenced personal science teaching efficacy belief via the performance-approach (positively) or, conversely, the performance-avoidance goal (negatively). No link .was deduced from the perception of cooperative climate. The educational implications of these findings were also discussed.

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유아 교사의 수학교수 효능감에 따른 수학수업실제에 관한 연구 (The Effects of Kindergarten Teachers' Efficacy Belief on Mathematics Education Practices)

  • 정정희
    • 아동학회지
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    • 제22권4호
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    • pp.225-241
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    • 2001
  • This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.

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초등학교 예비교사의 과학 교수 목표 지향성과 교수 효능감 (The Preservice Elementary Teachers' Achievement Goal Orientations for Science Teaching and Their Science Teaching Efficacy Belief)

  • 전경문
    • 한국초등과학교육학회지:초등과학교육
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    • 제30권4호
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    • pp.504-513
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    • 2011
  • The preservice elementary teachers' achievement goal orientations(mastery/ability-approach/ability-avoidance/work-avoidance goal) for science teaching were measured. The student teachers(91 males and 127 females) tended to have the mastery or ability-approach goals rather than the ability-avoidance or work-avoidance goals for science teaching. The male students were more learning focused than were the females, while the female students reported stronger work-avoidance goal orientation than did the males. This study also examined how the preservice teachers' achievement goal orientations were related to their science teaching efficacy beliefs(personal science teaching efficacy belief/science teaching outcome expectancy). As expected, the results showed that there were significantly positive relationships between the mastery or ability-approach goals and science teaching efficacy beliefs, while the significantly negative relationships were found between the ability-avoidance or work-avoidance goal and personal science teaching efficacy belief. The educational implications and future directions were discussed.

구성주의에 기반한 모의수업 활동이 예비 생물교사의 인식론적 신념, 과학 교수 효능감 및 교수 동기에 미치는 영향 (Effects of Simulated Instruction Activities through a Constructivist Lens on Preservice Biology Teachers' Epistemological Belief, Science Teaching Efficacy Belief and Teaching Motivation)

  • 김선영
    • 한국과학교육학회지
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    • 제32권7호
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    • pp.1157-1168
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    • 2012
  • 본 연구는 구성주의에 기반한 모의수업 활동 후 예비 생물교사들의 인식론적 신념, 과학 교수 효능감, 그리고 교수동기에 미치는 영향을 조사하였다. 예비 생물교사들은 과학교수 개혁안의 목표를 반영하고 있는지 보기 위한 평가척도인 RTOP을 토대로 수업을 구상하고 시연하도록 하였으며, 동료평가의 기회를 가졌다. 수업처치 후 예비 생물교사들은 지식의 단순성 영역에서 인식론적 신념이 향상되었으며(p<.05), 과학 교수 효능감 또한 향상되었다(p<.01). 교수동기에 있어서 예비 생물교사들은 외재적 교수 동기는 감소하였으나(p<.05) 내재적 교수 동기는 증가하지 않았다(p>.05). 또한 피어슨 상관관계 결과, 과학 교수 자기 효능감과 외재적 동기는 부적 상관 관계를 나타냈다(p<.05). 구성주의를 강조한 모의수업 활동 후 학생들은 이상적인 과학수업과 과학교사의 자질로 탐구, 토론 및 참여라는 단어를 선택하여, 본 연구에서의 수업처치를 통해 예비 교사들은 구성주의가 지향하는 교수학습 방법을 인식하는데 도움이 되었다고 판단된다.

유아교사의 교육신념과 교수효능감의 관계 연구 (Relationship between Educational Beliefs and Teaching Efficacy of Early Childhood Teachers)

  • 장영숙;황윤세;최미숙
    • 아동학회지
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    • 제25권6호
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    • pp.117-130
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    • 2004
  • The purpose of this study was to investigate the association between educational beliefs and teaching efficacy of early childhood teachers. The subjects were 291 early childhood teachers in Gwangju City and Jeonnam Province. The research showed that teachers' educational beliefs were significantly associated with teaching efficacy for the teachers who have more than five-year-teaching career. In addition, teachers who had maturational educational belief showed higher scores in general teaching efficacy throughout all educational level. Moreover, teachers who had maturational educational belief and interactional educational belief showed higher teaching efficacy scores in public and private kindergartens and private childcare centers.

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유아교사의 직무스트레스가 조직몰입에 미치는 영향에 있어 교수효능감의 매개효과 (Effects of Early Childhood Teachers' Job Stress on Organizational Commitment: The Mediating Role of Teaching Efficacy Belief)

  • 김영숙;정명선
    • 한국산학기술학회논문지
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    • 제15권3호
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    • pp.1424-1435
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    • 2014
  • 본 연구는 유아교사의 직무스트레스, 교수효능감, 조직몰입의 관계를 밝히는 데 목적을 두고, 특히 유아교사의 직무스트레스가 조직몰입에 미치는 영향에 있어 교수효능감의 매개효과를 살펴보고자 하였다. 이를 위해 D광역시 소재 유치원과 어린이집 유아교사 각 250명씩 총 500명을 대상으로 설문을 실시하였고, 그중 442부를 회수하여 426사례를 분석에 사용하였다. 연구결과, 유아교사의 직무스트레스는 교수효능감 및 조직몰입과 부적 상관관계를 보였으며, 교수효능감은 조직몰입과 정적 상관관계를 보였다. 또한 유아교사의 교수효능감은 직무스트레스와 조직몰입 간의 관계에서 부분 매개효과를 가지는 것으로 나타났다. 본 연구는 유아교사의 소진을 설명하고자 직무스트레스를 바라보는 방식에서 그 방향을 전환하여, 긍정적 관점인 조직몰입을 설명하기 위한 예측변인으로서 직무스트레스를 바라보았다는 데 의의가 있으며, 교수효능감의 매개효과를 확인함으로써 환경적 개입에 대한 가능성을 제공하였다.

유치원 교사의 과학교수효능감에 영향을 미치는 관련 변인 연구 (Self-Efficacy Beliefs of Kindergarten Science Teachers)

  • 조부경;서소영
    • 아동학회지
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    • 제22권2호
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    • pp.361-373
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    • 2001
  • This study identified significant variables that influence the science teaching self-efficacy beliefs of Kindergarten teachers. Data was obtained from 317 kindergarten teachers who responded to the questionnaire, the Science Teaching Efficacy Belief Instrument (Riggs & Enochs). Results indicated that science teaching experience, teachers' attitudes about science and teaching science, and children's interest in science influenced science teaching self-efficacy. Science related experiences of childhood and schooling negatively affected science teaching outcome expectancy.

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Changes of Preservice Biology Teachers' Pedagogical Knowledge and Science Teaching Efficacy Belief through Science Pedagogy Course

  • Kim, Sun-Young
    • 한국과학교육학회지
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    • 제32권3호
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    • pp.467-476
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    • 2012
  • This study explored changes of preservice biology teachers' pedagogical knowledge and science teaching efficacy belief after the science pedagogy course. Preservice biology teachers who did not take any science pedagogy courses had an opportunity to engage in discussions of educational theories and group activities of instructional design utilizing science instructional models as a first step to develop practical knowledge. These preservice teachers represented a statistically significant increase in their scores on pedagogical knowledge including theory, student development, planning, and implementation, but no statistical difference in their scores measuring science teaching efficacy belief. In addition, the correlation results indicated that the science teaching efficacy belief is related to implementation even though the magnitude is relatively moderate.

영유아 교사의 전문성, 교수창의성, 놀이신념이 놀이교수효능감에 미치는 영향에 있어 교사-영유아 상호작용과 교실환경의 다중매개효과 (The Effect of Teacher-Infant Interaction and the Multiple Mediation of Classroom Environment on the Effect of Infant Teacher Expertise, Teaching Creativity, and Play Beliefs on Play Teaching Efficacy)

  • 이미선;황혜정
    • Human Ecology Research
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    • 제60권1호
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    • pp.87-98
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    • 2022
  • This study examined the relationships between teacher variables that improve the efficacy of the play teaching of infants and toddlers following a play-oriented curriculum. The participants were 287 infant teachers. The results were as follows. First, the independent variables had a significant effect on the efficacy of play teaching, teacher-infant interaction, and classroom environment. Second, the mediating effects of teacher-infant interaction and classroom environment on the effect of independent variables on the efficacy of play teaching were as follows. The interaction mediating effect between professionalism and play belief was significant, but teaching creativity was found to be significant. In the mediating effect of the classroom environment, expertise, play belief, and teaching creativity were found to be significant. Third, both teacher-infant interaction and the multimedia effect of the classroom environment were statistically significant in mediating the effect of independent variables on the efficacy of play teaching. These results provide basic data on the necessity for teacher education to explore ways to improve teachers' sense of efficacy in teaching play and their teaching skills.