项目来源

韩国国家研究基金(NRF)

项目主持人

강석진

项目受资助机构

전주교육대학교

立项年度

2008

立项时间

未公开

项目编号

2008-321-B00192

研究期限

未知 / 未知

项目级别

国家级

受资助金额

未知

学科

사회과학

学科代码

未公开

基金类别

人文社科-SD-Research

예비과학교사교육 ; 동료교수 ; 멘토링 ; 구성주의적 커뮤니티 ; 과학 교과교육학 지식 ; 교과교육학지식 ; 예비교사교육 ; 수업시연 ; preservice science teacher education ; science pedagogical content knowledge ; mentoring ; peer teaching ; constructivist community

参与者

김경순；임희준；강훈식；노태희

参与机构

경인교육대학교；춘천교육대학교；서울대학교

项目标书摘要：Research Summary:Recently there has been increasing emphasis on pedagogical content knowledge(PCK)for fostering science teachers'teaching professionalism.Development of PCK needs to be done from pre-service teachers training courses systematically.Therefore,the development of pre-service teachers training program is required for the cultivation of their PCK.In this study,we developed and applied an effective preservice teachers training program based on constructivist community.At the first year,we set the components of PCK in order to obtaining the basic information about the directions pursuing pre-service teachers training courses,and investigated the realities about pre-service teachers'PCK components.The analyses of the preservice teachers'PCK showed that their understanding and recognitions of the constructivist teaching orientations,instructional strategies,students'misconceptions,curriculum,and assessment were not satisfactory.At the second year,we examined the change processes on science PCK's components held by pre-service teachers and the factors affecting it through the quantitative and qualitative research methods.And we also developed and applied the pre-service teachers training courses fostering the interaction with their real teaching experiences and experts through mentoring based on constructivist community.With the help of the mentoring,Pre-service teachers were able to increase the understandings on the instructional strategies.They also learned about how to organize instructions systematically by considering the time allocations and linkages of activities.They also knew how to select the experiments appropriated to the learning objectives.Considerations of the PCK component of students'misconceptions were partially increased by mentoring.Pre-service teachers'PCK on the curriculum and assessment components were also increased through mentoring.Thus,the pre-service teachers newly recognized the importances of PCK components and could continue to improve of their PCK through mentoring.These results means that mentoring based on constructivist community can be a useful pre-service teachers education program.

Application Abstract: Research Summary:Recently there has been increasing emphasis on pedagogical content knowledge(PCK)for fostering science teachers'teaching professionalism.Development of PCK needs to be done from pre-service teachers training courses systematically.Therefore,the development of pre-service teachers training program is required for the cultivation of their PCK.In this study,we developed and applied an effective preservice teachers training program based on constructivist community.At the first year,we set the components of PCK in order to obtaining the basic information about the directions pursuing pre-service teachers training courses,and investigated the realities about pre-service teachers'PCK components.The analyses of the preservice teachers'PCK showed that their understanding and recognitions of the constructivist teaching orientations,instructional strategies,students'misconceptions,curriculum,and assessment were not satisfactory.At the second year,we examined the change processes on science PCK's components held by pre-service teachers and the factors affecting it through the quantitative and qualitative research methods.And we also developed and applied the pre-service teachers training courses fostering the interaction with their real teaching experiences and experts through mentoring based on constructivist community.With the help of the mentoring,Pre-service teachers were able to increase the understandings on the instructional strategies.They also learned about how to organize instructions systematically by considering the time allocations and linkages of activities.They also knew how to select the experiments appropriated to the learning objectives.Considerations of the PCK component of students'misconceptions were partially increased by mentoring.Pre-service teachers'PCK on the curriculum and assessment components were also increased through mentoring.Thus,the pre-service teachers newly recognized the importances of PCK components and could continue to improve of their PCK through mentoring.These results means that mentoring based on constructivist community can be a useful pre-service teachers education program.