• 영어어문교육
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• 제18권3호
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• pp.149-174
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• 2012

This research aims at exploring what Korean teachers of English need for their effective professional development, particularly from the perspectives of peer trainers who are school teachers as well as teacher trainers. The research is based on an assumption that despite the critical roles of peer trainers in the changing process of English education, very little attention has been paid to listening to their voices. Having an awareness of the meaningfulness of their voices in teacher education, the researcher collected and analyzed the data, employing a questionnaire responded by 32 peer trainers and in-depth group interview with 6 peer trainers who responded the questionnaire. The research findings suggest that the majority of peer trainers believe that the priority should be put on teaching practice rather than language competence for Korean English language teacher development. It has been found that they believe that teacher learning within the workplace with some support from outside experts is the most effective way of making classroom change possible and keeping teachers' professional development sustainable. Finally, the research suggests school-based professional development as an alternative strategy to satisfy their needs on effective and sustainable professional development.

• 한국학교수학회논문집
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• 제8권4호
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• pp.495-508
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• 2005

본 논문은 현장 중심 수학 교사 전문성 신장 프로그램의 교육 철학을 Dewey의 교육학적 철학적 이론에 근거하여 재조명하고자 시도하였으며, 이러한 견해를 바탕으로 수학 교사 전문성 신장 프로그램이 추구해야 하는 궁극적 목적과 그 안에 포함되어야 할 핵심 사항 그리고 그 의미를 제시하고자 하였다. 실재를 근거로 한 실제적인 교사 교육의 가치관을 제시함으로써, 현장 중심의 전문성 신장 프로그램의 방향성 및 그 활성을 도모하고자 하였다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제23권4호
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• pp.191-206
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• 2020

본 연구는 수학 교과 전문성 개발 필요에 대한 초등 교사의 인식을 탐색함으로써 수학 교과 전문성 개발의 개선 방향을 모색하였다. 이를 위해 초등학교에 재직 중인 초등교사를 포커스 그룹으로 구성하여 그룹 토의 자료를 수집하고 분석하였다. 연구 결과, 수학 교과 전문성 개발 필요에 대하여 초등 교사는 불필요와 필요하다는 인식을 모두 가지고 있는 것으로 나타났다. 수학 교과 전문성 개발이 불필요하다는 인식에는 초등학교 수학 교과 내용의 쉬운 수준과 초등학교 수학 수업의 용이함이 영향을 미치고 있었으며, 수학 교과 전문성 개발이 필요하다는 인식에 대해서는 수학 수업의 다양한 측면 고려, 수학 수업 실패의 누적, 학생에 대한 권위 유지, 사회 변화에 따른 수업 개선 요구, 학교 업무 수행의 영향, 교내 교사 학습 공동체의 영향, 동료 교사의 영향, 교사로의 성장을 위한 노력이 관련 요인으로 나타났다. 이를 바탕으로 수학 교과 전문성 개발에서 교사의 참여를 촉진할 수 있는 방안을 논의하였다.

• 산경연구논집
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• 제5권3호
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• pp.15-24
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• 2014

Purpose - This study was conducted to identify the impact of teachers' professional development on students' performance. It examines the nature of association between teachers' professional development and students' performance, and analyzes how students can be affected by different factors of teachers' professional development. Research design, data, and methodology - In order to obtain the required goals, Data were randomly collected from 100 students and 45 teachers from three different institutes that are affiliated with KPK Agriculture University, Peshawar. To test the association between teachers' professional development and students' performance, the Chi-square test was applied. Gamma measurement was computed to check the direction of association. Results - The results of the study supported the statement that there exists a positive relationship between teachers' professional development and students' performance. Conclusion - Based on the findings it is surmised that, in order to create a clear learning relationship between teachers and students, management must support the teachers through peer group discussions and training opportunities, and should choose-teachers who can make students pursue the learning of subject knowledge with practical implementation.

• 한국초등과학교육학회지:초등과학교육
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• 제32권4호
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• pp.437-451
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• 2013

This study was conducted as a part of the project to establish professional development system(PDS) for teachers in Korea. This study aimed to provide a case of running a professional learning community(PLC) of teachers in science education based on the collaboration of a national university of education and its affiliated elementary school, in search of learning by participants and implications for professional development of teachers as well as for science teaching in elementary schools. Teachers and researchers who participated in the PLC were able to accumulate meaningful experiences through 11 rounds of meetings. It was not easy to secure enough time for meetings, but they were able to boost their self-confidence for science teaching and enhance the quality of lessons through these gatherings. Participating teachers had a chance to share instructional design, planning, strategies and practices, which include cases of guiding free-choice research activities among students, thereby to be motivated for improved science teaching for the future. The researcher participating in this PLC was also able to understand the identity of an elementary school, especially the affiliated school, and identify the reality and difficulties related to science teaching in schools. Experiences of participating in PLC are expected to help improve the quality of science teaching in affiliated elementary school and pre-service teacher education of the university.

• 한국학교수학회논문집
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• 제15권2호
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• pp.349-369
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• 2012

본 연구에서는 수학교육분야에서 전문성 신장 프로그램 연구 및 수행에 대한 고찰을 통해 드러나는 다섯 가지 중요한 범주들이 기술되었다: (1) 효율적인 지원 공동체 수립, (2) 교사 지식에의 주목, (3) 학생의 학습에 대한 지식을 기반으로 한 교사지식의 구성, (4) 인식기반 및 개념기반 관점, (5) 장기간에 걸친 현장에서의 교사교육. 결론에서는 바람직한 교사교육 프로그램이 포함해야 할 요소들과 앞으로 이 분야에서 이루어져야할 연구방향 등이 제시된다.

• 한국학교수학회논문집
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• 제8권1호
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• pp.77-87
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• 2005

본 고는 실재 학교 상황 내에서 교사의 실재를 위한 전문성 향상 프로그램에의 기여를 위한 실험 수업을 제시하는 데 그 의의를 두고 있다. 이러한 전문성 신장을 위한 프로그램의 고안은 Dewey의 반영적 사고와 이론과 실재의 연계에 그 지향하는 바를 두고 있다. 또한 색심적 구저적 특성은 Garet, Porter, Desimone, Birman & Kwang (2001)이 제안한 전문성 신장을 위한 프로그램에 따라 시도되었으며, 교사들이 자신의 실재에 반영할 수 있고 자신의 교수-학습을 자가 생성(Carpenter & Leher, 1999)될 수 있게 함을 그 궁극적인 목적으로 둔 실험수업을 제안하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권2호
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• pp.173-189
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• 2012

This study investigated elementary and secondary mathematics teachers' views on: (1) Requirements for good mathematics teaching (2) what professional development programs and supports are needed for these requirements. In particular, this study analyzed the common and difference between school levels and teaching experiences. For it, we developed questionnaire and the questionnaire was anonymously answered by one-hundred-five elementary and secondary mathematics teachers. We suggested implications related to professional development programs for mathematics teachers based on common and difference between school levels and teaching experiences.

• 한국수학교육학회지시리즈A:수학교육
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• 제53권3호
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• pp.357-381
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• 2014

This study analyzed the cases of three teacher communities participating in an innovative professional development program and clarified the characteristics and the process of lessons for mathematics-oriented convergence that were developed and applied during the program. Each of the teacher communities designed and implemented lessons according to the context of each community and the concept of lessons for mathematics-oriented convergence were developed and refined. The lessons developed by the three teacher communities were characterized as convergence problem posing lessons using technology, convergence of various subject content focused on mathematical concepts through team teaching, and convergence lessons according to students' achievement levels. The program contributed to teacher community activities by proving sustainable professional development in the area of convergence education, a connection between the content of their professional development and the context of the field, and opportunities for active participation in the process of developing and implementing the convergence lessons.

• 한국초등과학교육학회지:초등과학교육
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• 제27권2호
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• pp.93-101
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• 2008

We investigated the characteristics of lesson session and the professional development of teachers who conduct good teaching science subject. Seven teachers' were selected the finalists at the elementary school science and teaching competition. The study was based on a semi-structured questionnaire and interviews. To prove validity of the study, the collected data were verified by subject teachers for feedback. The results showed that the teachers believed that their lesson contents and methods were superior to other teachers. To enhance professional development in their lessons, they are only being made through help from colleagues and personal efforts, and a systematic development was involved with necessary situation. As a plan for enhancing an effective quality enhancement of lessons, open classes and conversation between colleagues were proposed. An organization or a group that can motivate teachers and provide systematic support for quality enhancement of lessons by teachers is needed.