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https://www.krm.or.kr/krmts/link.html?dbGubun=SD&m201_id=10012573&local_id=10019666
과학영재교육에서 과학교사들의 실천적 지식의 변화: 영재교육 담당교사 교육프로그램을 통하여
Reports NRF is supported by Research Projects( 과학영재교육에서 과학교사들의 실천적 지식의 변화: 영재교육 담당교사 교육프로그램을 통하여 | 2006 Year | 김경진(The University of Iowa) ) data is submitted to the NRF Project Results
Researcher who has been awarded a research grant by Humanities and Social Studies Support Program of NRF has to submit an end product within 6 months(* depend on the form of business)
사업별 신청요강보기
  • Researchers have entered the information directly to the NRF of Korea research support system
Project Number B00001
Year(selected) 2006 Year
the present condition of Project 종료
State of proposition 재단승인
Completion Date 2007년 10월 30일
Year type 결과보고
Year(final report) 2007년
Research Summary
  • Korean
  • 교사는 질높은 교육을 제공하는데 있어 가장 중요한 요소이다. 영재교육도 예외는 아니다. 영재교육 담당교사는 이런 특별한 필요를 가진 다양한 학생들을 어떻게 지도할 것인지를 알아야 한다. 실천적 지식은 교사로서의 자신의 경험과 그 경험에 대한 반성을 통하여 발달된다. 우리가 교실에서 이루어지는 영재교육 담당교사의 교수활동을 잘 이해하려면 영재교육 담당교사가 적극적인 실천자로서 어떻게 그들의 실천적 지식을 발달시키고 교사가 처한 독특한 환경에서 어떤 다양한 변인이 교사의 실천적 지식의 발달에 영향을 미치는지를 알아야 한다. 본 연구는 영재교육 담당교사 자격증을 획득하기 위해 마지막 과정인 실습(연수)에 참여한 초임 영재교사의 사례를 비교 연구하였다. 본 연구자는 교사의 실천적 지식의 발달의 욕구와 실습이 어떻게 결합하여 교사의 독특한 실천적 지식으로 이어지는지에 촛점을 맞추었다. 결과는 다음과 같다. 첫째, 두 교사 모두 영재교육에 초임이지만 그 이전의 경험에 따라 영재교육 담당교사로의 발달 위상이 현저히 달랐다. 둘째, 그들의 이전경험과 실습은 실천적 지식 발달 방향에 결정적인 역할을 하였다. 셋째, 일반교사들과의 전혀 다른 맥락, 특히 고립감이 두 교사 모두의 발달에 가장 큰 걸림돌이었다. 마지막으로, 두 교사의 실천적 지식의 발달은 전혀 다른 방향으로 이루어졌지만, 자신의 교수활동에 대한 끊임없는 반성과 학생들의 긍정적인 반응이 그들의 실천적 지식을 지속적으로 발전시키게 하는 강력한 원동력으로 작용하였다.
  • English
  • The teacher is one of the most important factors in providing high quality of education. Gifted education is no exception. Teachers of gifted students should know how to work with diverse student populations and students with special needs. Practical knowledge is knowledge of teachers developed through their experience as teachers and their reflections. If we want to understand the practices of teachers of the gifted in classroom, we need to know how teachers of the gifted develop their practical knowledge as active practitioners and What diverse factors lead to their own practical knowledge in theirunique situations. This research is a case study of two earlier career teachers in gifted education participating in professional development. We focused on how teachers’ needs combine with practicum experience and result in individual unique practical knowledge. The results are as follows. The first, even thoughthey are both beginning teachers of the gifted, theirdevelopment phases as a teacher of the gifted were different depending on previous experience. The second, their different previous experience and practicum experience determined the direction and degree of the development of practical knowledge. The third, unique context different from regular teacher, especially, isolation was a big barrier for their development. The last, although their development were different theirpassion about teaching gifted students and continuous reflection on their practice and students reaction were strong motives for the development of their practical knowledge.
Research result report
  • Abstract
  • The teacher is one of the most important factors in providing high quality of education. Gifted education is no exception. Teachers of gifted students should know how to work with diverse student populations and students with special needs. Practical knowledge is knowledge of teachers developed through their experience as teachers and their reflections. If we want to understand the practices of teachers of the gifted in classroom, we need to know how teachers of the gifted develop their practical knowledge as active practitioners and What diverse factors lead to their own practical knowledge in theirunique situations. This research is a case study of two earlier career teachers in gifted education participating in professional development. We focused on how teachers’ needs combine with practicum experience and result in individual unique practical knowledge. The results are as follows. The first, even thoughthey are both beginning teachers of the gifted, theirdevelopment phases as a teacher of the gifted were different depending on previous experience. The second, their different previous experience and practicum experience determined the direction and degree of the development of practical knowledge. The third, unique context different from regular teacher, especially, isolation was a big barrier for their development. The last, although their development were different theirpassion about teaching gifted students and continuous reflection on their practice and students reaction were strong motives for the development of their practical knowledge.
  • Research result and Utilization method
  • 이 연수결과를 학회 발표와 전문학술지에 게재할 예정임
  • Index terms
  • practical knowledge, professional development
  • List of digital content of this reports
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