Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Developing and Applying In-Service Program for Spreading the Practical On-site Cooperation Model (POCoM)

POCoM (Practical On-site Cooperation Model) 확장을 위한 교사 연수 프로그램의 개발과 적용

  • Received : 2014.03.24
  • Accepted : 2014.05.09
  • Published : 2014.05.30
Download PDF
⟨ Previous Next ⟩

Abstract

In this study, to disseminate the Practical On-site Cooperation Model (POCoM) for practical improvement of science teaching and learning through cooperation between researcher and teacher, an in-service program has been developed, applied and evaluated. The in-service program emphasizes the following three aspects; (1) video-recording of actual science teaching has been used as a primary resource, (2) communication between teacher and researcher and among teachers have been emphasized, (3) activities have been mainly included. The in-service program has been implemented for nine hours, and 17 science teachers have been recruited as volunteers. The result shows that, by checking the agreements between raters, we found that teachers' expertise in analyzing the science class using the Korean Teaching Observation Protocol (KTOP) has improved, and we have confirmed that teachers are able to judge whether the science class has improved or not. Through the questionnaire, various highly positive responses could be obtained from teachers. And through the observation of teachers' activities during the in-service program, teachers' questions, their difficulties in doing activities, and their comments for improving the program has also been analyzed. Finally, based on the results, a list of recommendations for a more effective in-service program have been suggested. It is expected that this list can be utilized for more effective and meaningful design and implementation of in-service course.

본 연구에서는 과학수업의 실질적 개선을 위한 연구자-교사 협력모델(POCoM: Practical On-site Cooperation Model)을 확산시키기 위해 교사 연수 프로그램을 개발하고 적용하여 그 결과를 평가하였다. 연수프로그램은 다음 3가지 특성을 가지고 개발되었다 : (1) 실제 수업녹화 내용을 연수의 주요 소재로 활용한다, (2) 연구자와 교사, 교사와 교사간 활발한 의사소통과 의견교환을 강조한다, (3) 활동중심으로 진행한다. 9시간에 걸친 연수에는 17명의 교사가 자발적으로 참여하였다. 연수과정에서 교사들이 실시한 분석결과에 대해 분석 일치도를 구해 본 결과, KTOP(Korean Teaching Observation Protocol)을 이용하여 과학수업을 분석할 수 있는 교사 전문성이 향상된 것으로 나타났고, 교사들이 과학수업의 개선정도도 판단할 수 있음을 알 수 있었다. 설문지를 통해서는 다양한 측면에서 연수에 대한 긍정적 응답을 얻을 수 있었다. 또 연수 중 교사활동에 대한 관찰을 통해, 교사가 제기한 질문, 교사가 어려워하는 점, 교사가 제안한 개선의견 등을 분석하였고, 이러한 결과를 바탕으로 보다 좋은 연수가 되기 위해 고려할 측면들을 정리한 목록을 제안하였다. 이 목록이 앞으로 보다 효과적이고 의미있는 연수의 계획과 실행에 활용되기를 기대한다.

Keywords

References

  1. Biesta, G. (2007). Why "what works" won't work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1-22. https://doi.org/10.1111/j.1741-5446.2006.00241.x
  2. Boyle, B., While, D., & Boyle, T. (2004). A longitudinal study of teacher change: What makes professional development effective? The Curriculum Journal, 15(1), 45-68. https://doi.org/10.1080/1026716032000189471
  3. Brown, P., Freidrichsen, P., & Abell, S. (2013). The development of prospective secondary biology teachers PCK. Journal of Science Teacher Education, 24, 133-155. https://doi.org/10.1007/s10972-012-9312-1
  4. Capobianco, B. M., & Feldman, A. (2010). Repositioning teacher action research in science teacher education. Journal of Science Teacher Education, 21, 909-915. https://doi.org/10.1007/s10972-010-9219-7
  5. Carroll, D. (2005). Learning through interactive talk: A school-based mentor teacher study group as a context for professional learning. Teaching and Teacher Education, 21, 457-473. https://doi.org/10.1016/j.tate.2005.03.005
  6. Chan, C. K. K., & Pang, M. F. (2006). Teacher collaboration in learning communities. Teaching Education, 17(1), 1-5. https://doi.org/10.1080/10476210500527899
  7. Chin, R., & Benne, K. D. (1969). General strategies for change in human systems. In W. G. Bennis, K. D. Benne & R. Chin, (Eds.), The planning of change: Readings in applied behavioral science (2nd ed.). (pp. 32-59). New York, NY: Holt, Rinehart & Winston.
  8. Choi, C. I., Cho, M-J., & Yeo, S-I. (2012). Analysis on teachers; perception of questioning and teaching practices in elementary science class. Journal of the Korean Society of Elementary Science Education, 31(1), 57-70.
  9. Chou, C-I. (2010). Investigating the effects of incorporating collaborative action research into an in-service teacher training program. Procedia Social and Behavioral Sciences, 2, 2728-2734. https://doi.org/10.1016/j.sbspro.2010.03.404
  10. Cicchetti, D. V., & Feinstein, A. R. (1990). High agreement but low kappa: II. Resolving the paradoxes. Journal of Clinical Epidemiology, 43, 551-558. https://doi.org/10.1016/0895-4356(90)90159-M
  11. De Corte, E. (2000). Marrying theory building and the improvement of school practice: A permanent challenge for instructional psychology. Learning and Instruction, 10, 249-266. https://doi.org/10.1016/S0959-4752(99)00029-8
  12. Desimore, L. M. (2011). A Primer on effective professional development. The Phi Delta Kappan, 92(6), 68-71.
  13. Dunbar, K. (2001). What scientific thinking reveals about the nature of cognition. In K. D. Crowley, C. D. Schunn & T. Okada (Eds.), Designing for Science: Implications from everyday, classroom, and professional settings (pp. 115-140). Mahwah, NJ: Lawrence Erlbaum Associates.
  14. Gerber, B. L., Marek, E. A., & Martin, E. P. (2011). Designing research-based professional development for elementary school science and mathematics. Education Research International, 2011, 1-8.
  15. Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84, 750-784.
  16. Hallgren, K. A. (2012). Computing inter-rater reliability for observational data: An overview and tutorial. Tutorials in Quantitative Methods for Psychology, 8(1), 23-34.
  17. Han, J., Sim, J-h., Ryu, S-C., Ihm, H., Choi, J. H., Shin, Y-J., Son, J-w., Hong, J-E., & Hwang, B. (2008). New in-service education program on science experiments to develop professionality of science teachers. Journal of the Korean Association for Science Education, 28(7), 768-778.
  18. Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3-15.
  19. Kearns, D. M., Fuchs, D., McMaster, K. L., Fuchs, L. S., Yen, L., Meyers, C., Stein, M., Compton, D., Berends, M., & Smith, T. M. (2010). Factors contributing to teachers' sustained use of kindergarten peer-assisted learning strategies. Journal of Research on Educational Effectiveness, 3, 315-342. https://doi.org/10.1080/19345747.2010.491151
  20. Kim, S. Y. (2012). Effects of simulated instruction activities through a constructivists lens on preservice biology teachers' epistemological belief, science teaching efficacy belief and teaching motivation. Journal of the Korean Association for Science Education, 32(7), 1157-1168.
  21. Kimble, L. L., Yager, R. E., & Yager, S. O. (2006). Success of a professional-development model in assisting teachers to change their teaching to match the more emphasis conditions urged in the national science education standards. Journal of Science Teacher Education, 17(3), 309-322. https://doi.org/10.1007/s10972-006-9022-7
  22. Korthagen, F. A. J., & Kessels. J. P. A. M. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4-17.
  23. Kundel, H. L., & Polansky, M. (2003). Measurement of observer agreement. Radiology, 228, 303-308. https://doi.org/10.1148/radiol.2282011860
  24. Lieberman, A. (1995). Practices that support teacher development. In F. Stevens (Ed.), Innovating and evaluating science education: NSF evaluation forums, 1992-94 (pp. 67-78). USA: NSF, Division of Research. Evaluation and Dissemination.
  25. Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-151. https://doi.org/10.3102/01623737015002129
  26. Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks, CA: Corwin Press.
  27. Loughran, J., Mitchell, I., & Mitchell, J. (2003). Attempting to document teachers' professional knowledge. Qualitative Studies in Education, 16(6), 853-873. https://doi.org/10.1080/09518390310001632180
  28. Nielsen, B.L. (2012). Science teachers' meaning-making when involved in a school-based professional development project. Journal of Science Teacher Education, 23, 621-649. https://doi.org/10.1007/s10972-012-9300-5
  29. Ostemeier, C., Prenzel, M., & Duit, D. (2012). Improving science and mathematics instruction: The SINUS project as an example for reform as teacher professional development. International Journal of Science Education, 32(3), 303-327.
  30. Park, C. Y., Seo, H-A., & Kim, S. N. (2001). A study on the improvement of administrative and financial support system for Korea science teachers in-service training programs comparison to Israel. The Journal of Korean Teacher Education, 18(2), 29-52.
  31. Park, J., Kim, B-K., Choi, J., & Jee, K. (2010). Development and application of workshop type of enriched in-service program for teaching scientific creativity. Journal of the Korean Association for Science Education, 30(8), 1017-1030.
  32. Park, J., Park, J., Kim, Y., Jeong, J-S., & Park, Y-S. (2014a). Korean science teachers' perceptions and actual usage of educational theories/teaching strategies in their science teaching. Manuscript submitted for publication.
  33. Park, J., Park., J., Kim., Y., Jeong, J-S., & Park, Y-S. (2014b). Development and application of Practical On-site Cooperation Model(POCoM) for improving science teaching in secondary schools. Manuscript submitted for publication.
  34. Park, J., Park, Y-S., Kim, Y., Park, J., & Jeong, J-S. (2014). The development of the Korean Teaching Observation Protocol(KTOP) for improving science teaching and learning. Journal of Baltic Science Education, 13(2), 259-275.
  35. Putman, R. T., & Borko, H. (2000). What do new views of knowledge and thinking has to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
  36. Radford, D. L. (1998). Transferring theory into practice: A model for professional development for science education reform. Journal of Research in Science Teaching, 35(1), 73-88. https://doi.org/10.1002/(SICI)1098-2736(199801)35:1<73::AID-TEA5>3.0.CO;2-K
  37. Rogers, M. P., Abell, S., Lannin, J., Wang, C-Y., Musikul, K., Barker, D., & Dingman, S. (2007). Effective professional development in science and mathematics education: Teachers' and facilitators' views. International Journal of Science and Mathematics Education, 5(3), 507-532. https://doi.org/10.1007/s10763-006-9053-8
  38. Roth, K. J. (2007). Science teachers as researchers. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education. New Jersey: Lawrence Erlbaum Associates, Inc. 1205-1207.
  39. Russell, T., McPherson, S., & Martin, A. K. (2001). Coherence and collaboration in teacher education reform. Canadian Journal of Education, 26(1), 37-55. https://doi.org/10.2307/1602144
  40. Schraw, G., & Patall, E. A. (2013). Using principles of evidence-based practice to improve prescriptive recommendations. Educational Psychology Review, 25, 345-351. https://doi.org/10.1007/s10648-013-9237-z
  41. Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163-183. https://doi.org/10.1016/j.tate.2003.08.001
  42. Slavin, R. E. (2008). Perspective on evidence-based research in education: what works? Issues in synthesizing educational program evaluations. Educational Researcher, 37(1), 5-14. https://doi.org/10.3102/0013189X08314117
  43. Smith, W. S., McLaughlin, E., & Tunnicliffe, S. D. (1998). Effect on primary level students of inservice teacher education in an informal science setting. Journal of Science Teacher Education, 9(2), 123-142. https://doi.org/10.1023/A:1009477616767
  44. Smylie, M. A. (1989). Teachers' views of the effectiveness of sources of learning to teach. The Elementary School Journal, 89(5), 543-558. https://doi.org/10.1086/461591
  45. Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963-980. https://doi.org/10.1002/1098-2736(200011)37:9<963::AID-TEA6>3.0.CO;2-0
  46. Tobin, G. R., Crissman, S., Doubler, S., Gallagher, H., Goldstein, G., Lacy, S., Togers, C. B., Schwartz, J., & Wagoner, P. (2011). Teaching teachers about energy: Lessons from an inquiry-based workshop for K-8 teachers. Journal of Science Education and Technology, 21(5), 631-639.
  47. Viera, A. J., & Garrett, J. M. (2005). Understanding interobserver agreement: The kappa static. Family Medicine, 37(5), 360-366.
  48. Westheimer, J. (2008). Learning among colleagues: teacher community and the shared enterprise of education. In M. Cochran-Smith, S. Feimen-Nemser & K. McIntyre (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 756-783). Mahwah, NJ.: Lawrence Erlbaum Publishers.
  49. Yeo, S. H., Kang, S. J., & Shim, G. C. (2003). Investigation on the realities and teachers' perception of secondary school science in-service education. Journal of the Korean Society of Biology Education, 31(4), 339-346.
  50. Zeichner, K. (2006). Reflections of a university-based teacher educator on the future of college- and university-based teacher education. Journal of Teacher Education, 57(3), 326-340. https://doi.org/10.1177/0022487105285893
  51. Zeichner, K.M., & Tabachnick, B.R. (1981). Are the effects of university teacher education 'washed out' by school experience? Journal of Teacher Education, 12(3), 7-11.
  52. Zhang, M., Lundeberg, M., Koehler, M. J., & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27(2), 454-462. https://doi.org/10.1016/j.tate.2010.09.015

Cited by

  1. THE DEVELOPMENT OF THE KOREAN TEACHING OBSERVATION PROTOCOL (KTOP) FOR IMPROVING SCIENCE TEACHING AND LEARNING vol.13, pp.2, 2014, https://doi.org/10.33225/jbse/14.13.259
  2. DEVELOPMENT AND APPLICATION OF THE PRACTICAL ON-SITE COOPERATION MODEL (POCoM) FOR IMPROVING SCIENCE TEACHING IN SECONDARY SCHOOLS vol.14, pp.1, 2014, https://doi.org/10.33225/jbse/15.14.45
  3. KOREAN SCIENCE TEACHERS’ PERCEPTIONS AND ACTUAL USAGE OF EDUCATIONAL THEORIES/TEACHING STRATEGIES IN THEIR TEACHING vol.15, pp.4, 2014, https://doi.org/10.33225/jbse/16.15.411
  4. 교육실습에서 과학수업의 관찰과 개선을 위한 KTOP (Korean Teaching Observation Protocol)의 활용 vol.37, pp.6, 2014, https://doi.org/10.14697/jkase.2017.37.6.961
  5. 과학수업의 실제적 개선을 위한 POCoM (Practical On-site Cooperation Model)의 확장 적용 vol.41, pp.3, 2017, https://doi.org/10.21796/jse.2017.41.3.365