The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

A Study of Criteria for Self-Assessment of Lesson Planning and Teaching Performance

수업 설계 및 실연의 자기평가 기준에 대한 고찰

  • Received : 2016.04.05
  • Accepted : 2016.05.25
  • Published : 2016.05.31
Download PDF
⟨ Previous Next ⟩

Abstract

As teachers' competency is evaluated based on their teaching performance. pre-service teachers need to have an opportunity to reflect on themselves by systematically analyzing and evaluating their own lesson planning and teaching performance through self-assessment. In this study, we aimed to examine what evaluation criteria for lesson planning and teaching performance pre-service mathematics teachers consider in the process of self-assessment. This study used a mixed-methods research design. To draw the self-evaluation criteria for lesson planning and teaching performance, pre-service self-reported assessments were analyzed using qualitative analyses. In addition, descriptive statistics were used to investigate the pre-service teachers' distribution across the criteria and check the ratio of pre-service mathematics teachers for each element. As a result, it was disclosed that pre-service mathematics teachers considered eight elements in self evaluating their own lesson planning and teaching performance. In addition, we found that pre-service mathematics teachers tended to consider Pedagogical Content Knowledge (PCK) more than Subject-Matter Knowledge (SMK). Moreover, the results of this study provide educational implications for the curriculum in the pre-service teacher's education program.

Keywords

References

  1. 강정기, 김민정, 정상태, 노은환 (2014). 예비 초등 교사들의 도형 문제에 대한 SMK와 PCK 강화를 위한 DGE 활용, 한국학교수학회논문집 17(2), 139-166. (Kan, J.G., Kim, M.J., Jeong, S.T., & Roh, E.H. (2014). Using DGE for Enhancing SMK and PCK of Pre-service Elementary Teachers for the Figure Problem, Jortnal of the Korean School Mathematics Society 17(2), 139-166.)
  2. 고상숙, 김은호, 문정윤, 배지은, 정대진 (2011). 예비수학 교사의 신념에 따른 교수학적 내용지식(PCK)과의 관련성에 관한 연구, 교과교육학연구 15(4), 829-856. (Koh, S.S., Kim, J.Y., Moon, J.E., & Jeomg, D.J. (2011). A study on the Relationship between Pedagogical Content Knowledge (PCK) and Pre-service Mathematics Teacher's Beliefs, Journal of Research in Curriculum Instruction 15(4), 829-856.)
  3. 고호경, 남가영, 맹은경 (2013). 교사의 반성적 수업 평가의 요소 및 수준에 관한 사례 연구, 교과교육학연구 17(3), 839-868. (Koh, S.S., Nam, G.Y., & Maeng, E.K. (2013) A Case Study on Factors and Levels of Teachers' Reflective Thinking on their Instruction, Journal of Research in Curriculum Instruction 7(3), 839-868.)
  4. 교육부 (2015). 2015 개정 교육과정 수학과 각론, 세종: 교육부. (Ministry of Education (2015). 2015 Revision of Mathematics Curriculum, sejong: Ministry of Education.)
  5. 구원회 (2007). 교사의 실천적 지식에 관한 국내 연구의 동향 고찰, 한국교원교육연구 24(1), 105-129. (Gu, W.H. (2007). Research on the Trends and Implications of the Study on Teachers' Practical Knowledge in Korea, Journal of the Education 27(1), 105-129.)
  6. 김도형 (2003). 중학교 초임교사가 경험하는 어려움의 원인과 해결 방법에 관한 연구, 석사학위논문, 국민대학교. (Kim, D.Y. (2003). The cause of the dificulties experienced by beginning teachers to middle school and Study on the Solution. Master's thesis, Kookmin University.)
  7. 김동중, 배성철, 김원, 이다희, 최상호 (2014). 수학교육연구 및 혼합 연구방법 동향: 최근 10년간 발표된 국내학술지 논문을 중심으로, 수학교육논문집 28(3), 303-320. (Kim, D.J., Bae, S.J., Kim, W., Lee, D.H., & Choi, S.H. (2014). Trends of Mathematics Education Research and Mixed Methods-Focusing on Domestic Mathematics Education Journals for the Last 10 years, Communication of Mathematical Education 28(3), 303-320.)
  8. 김성원, 정세미, 황윤진 (2005). 중등 과학교사의 전문성 향상을 위한 자기평가 도구의 개발과 적용, 한국과학교육학회지 25(7), 736-745. (Kim, S.W., Jeong, S.M., Hwang, & Y.J. (2005). Development and Application of Self-Evaluation Test Items for Secondary Science Teacher Professional Growth, Journal of the Korean Association for Research in Science Education 25(7), 736-745.)
  9. 김은주 (2010). 실천적 지식의 탐색: 교사교육에의 함의와 문제, 한국교원교육연구 27(4), 27-46. (Kim, E.J. (2010). A Study on Practical Knowledge: The Implication on Teacher Education and Problem, The Journal of Korea Teacher Education 27(4), 27-46.)
  10. 김자영, 김정효 (2003). 교사의 실천적 지식에 대한 이론적 탐색, 한국교원교육연구 20(2), 77-96 (Kim, J.Y., & Kim, J.H. (2003). Theoretical Study of Teacher's Practical Knowledge, The Journal of Korean Teacher Education 20(2), 77-96.)
  11. 김정환, 이계연 (2005). 수업의 질 개선을 위한 교사 수업능력 자기평가 방략에 관한 논리적 고찰, 교육평가연구 18(3), 19-38. (Kim, J.H., & Lee, G.Y. (2005). Logical Investigation on the Teachers' Self-Evaluation Strategy of Instructional Competence for Improving Quality of Instruction, Journal of Education Evaluation 18(3), 19-38.)
  12. 김주환 (2011). 사회적 요구 조사를 통해 본 국어 교과의 정체성, 박사학위논문, 고려대학교. (Kim, J.W. (2011). The identity of national language subjects through the social needs survey, Doctoral dissertation, Korea University.)
  13. 김지선, 김혁동, 이원재, 이동배 (2014). 교사전문성을 위한 자기평가 준거 개발 연구, 한국교원교육연구 31(4), 167-196. (Kim, J.S., Kim, Y.D., Lee, W.J., & Lee, D.B. (2014). A Study of Developing Self-Evaluation Criterion for Teacher Professional Development, The Journal of Korean Teacher Education 31(4), 167-196.)
  14. 김희수 (2000). 메타인지 전략을 활용한 협동학습이 초등학생 학업 성취도와 태도에 미치는 영향, 석사학위논문, 인천교육대학교. (Kim, H.S. (2000). Meta-cognition strategy utilizing cooperative learning elementary school students academic achievement and its impact on the attitude, Marster's thesis, Incheon National University of Education.)
  15. 노태희, 윤지현, 김지영, 임희준 (2010). 초등 예비교사들이 과학 수업 시연 계획 및 실행에서 교려하는 교과교육학지식 요소, 초등과학교육연구 29(3), 350-363. (Noh, T.H., Yoom, J.H., Kim, J.Y., & Lim, H.J. (2010). Pedagogical Content Knowledge Factors Considered by Pre-service Elementary Teachers in Planning and Implementing of Science Teaching Demonstration, Journal of Korean Elementary Science Education 29(3), 350-363.)
  16. 류혜영, 조영남 (2008) 자기평가가 초등학생의 메타인지와 학업성취도에 미치는 효과, 대한사고개발학회 학술대회 발표논문집, 71-85. (Ryu, H.y., & Jo, Y.N. (2008). The effect of self-evaluation on the Meta cognition and academic achievement of elementary students, The Korean Association For Thinking Development. 71-85.)
  17. 박기용 (2006). 설계의 본질에 기초한 교수설계모형의 분석 및 활성화 방안, 박사학위논문, 경북대학교. (Park, K.Y. (2006). Investigation and Revitalization of Instructional Design Model Based on the Nature of Design. Doctoral dissertation, Kyungpook National University.)
  18. 박혜미 (2009). 현장 수업경험이 예비유아교사의 수업기술에 미치는 영향, 열린유아교육연구 14(6), 539-555. (Park, H.M. (2009). The Effects of Teaching Experience in Education and Care Centers on Pre-Service Teacher's Teaching Skills. The Journal of Korea Open Association for Early Childhood Education 14(6), 539-555.)
  19. 방정숙, 권미선, 김정원 (2012). 초등학교 우수 수업 동영상에 나타난 좋은 수학 수업의 특징 분석, 한국초등수학교육학회지 16(3), 403-426. (Pank, J.S., Kwon, M.S., & Kim, J.W. (2012). An Analysis of the Characteristics of Effective Mathematics Instruction in the Elementary School, Journal of Elementary Mathematics in Korea 16(3), 403-426.)
  20. 배소영, 김도현, 이경언 (2014). 수업 시연에 나타나는 예비 수학교사의 발문 유형과 특성 분석, 교사교육연구 53(3), 400-415. (Back, S.Y., Kim, D.H., & Lee, K.E. (2014). An Analysis of the Types and Characteristics of Pre-service Mathematics Teachers' Questioning in Demonstrative Lessons, Teacher Education Research 53(3), 400-415.)
  21. 배재성 (2014). 신규임용교사들의 교사양성 교육과정에 대한 인식 연구-서울시 중등 국어과 신규임용교사들의 인식을 중심으로, 국어교육학연구 49(2), 265-293. (Bae, J.S. (2014). Beginning Teachers' Perceptions on Teacher Education Curriculum -focused on secondary Korean teachers in Seoul, Korean language education research 49(2), 265-293.)
  22. 백순근, 함은혜 (2007). 중등 예비교사의 교육실습이 '교육적 가치'에 미치는 영향, 교육평가연구 20(4), 1-29. (Baek, S.G., & Ham, E.Y. (2007). The Effect of Teaching Practicum on Educational Value in Secondary Schools. Journal of Educational Evaluation 20(4), 1-29.)
  23. 서관석, 전경순 (2000). 예비 초등 교사들의 분수 연산에 관한 내용적 지식과 교수학적 지식 수준에 대한 연구: 교사교육적 관점, 수학교육학연구 10(1), 103-113. (Seo, K.S., & Jeon, K.S. (2000). A Study on Elementary Preservice Teachers' Subject Matter Knowledge and Pedagogical Content Knowledge in Fraction-related Operations: A Teacher Education Perspective, The journal of educational research in mathematics 10(1), 103-113.)
  24. 서종훈 (2015). 국어과 예비 교사의 지도안 작성과 수업시연에 드러난 문제 양상 고찰, 국어교육연구 58, 1-34. (Suh, J.H. (2015). A Study of Problematic Aspects of Teaching Plan and Microteaching for Pre-service Teachers in Korean Language Classes - Focused on Mutual and Self Assessment for Teaching Plan and Microteaching, The Journal of Korean Language and Literature Education 58, 1-34.)
  25. 서혁 (2008). 국어과 교육 개선을 위한 교수, 학습 개발 및 적용에 관한 연구, 국어교육학연구 33, 33-71. (Suk, H. (2008). A Research on Developing Teaching-Learning Methods of Korean Education, Korean language education research 33, 33-71.)
  26. 안성희 (2012). 수열의 극한에 대한 예비교사와 현직교사의 MKT 분석, 석사학위논문, 이화여자대학교. (An, S.H. (2012). MKT Analysis of Inservice Teachers and Preservice Teachers on the Limit of Sequence, Master's thesis. Ewha Womans University.)
  27. 오영미 (2001). 교사양성 교육과정에 대한 교감의 인식, 석사학위논문, 이화여자대학교. (Oh, Y.M. (2001). Recognition of head teacher about teacher training curriculum, Master's thesis, Ewha Womans University.)
  28. 원효헌 (2002). 교수활동의 질 개선을 위한 교사 자기평가, 한국교원교육연구 19(3), 147-168. (Won, H.H. (2002). Teacher's Self-Assessment to Improve the Quality of Teaching Activity, The Journal of Korean Teacher Education 19(3), 147-168.)
  29. 유영만 (1998). 수업체제설계(ISD): 탐구논리와 실천논리, 서울: 교육과학사. (YU, Y.M. (1998). Instructional Systems Design(ISD): Explore the logic and practical logic, Seoul: Gyoyukkwahaksa.)
  30. 유한구(2001). 수업 전문성의 두 측면: 기술과 이해, 한국교사연구 18(1), 69-84. (Yu, H.K. (2001). Two aspects of teaching expertise; Knowledge and understanding, The Journal of Korean Teacher Education 18(1), 69-84.)
  31. 윤현수 (2013). 중학교 초임체육교사의 수업성찰 초점과 성찰초점 형성요인 탐색, 교과교육학연구 17(3), 951-969. (Youn, H.S. (2013). The Formation of Reflection's Focuses for Middle School Novice Physical Education Teacher, Journal of Research in Curriculum Instruction 17(3), 951-969.)
  32. 이경화, 고진영, 최병연, 정미경, 박진희 (2004). 효과적인 교수-학습을 위한 교육심리학, 서울: 교육과학사 (Lee, G.H, Ko, J.Y., Choi, B.Y., Jung, M.G., & Park, J.H. (2004). Educational psychology for Learning - Effective Teaching, Seoul: Gyoyukkwahaksa)
  33. 이기영 (2013). 과학 교사의 교과내용학지식과 교과교육학지식의 연관성 분석: 지구과학 교사의 대기압 수업 사례, 한국과학교육학회지 33(6), 1219-1236. (Lee, K.Y. (2013). An Analysis of the Association between Subject Matter Knowledge and Pedagogical Content Knowledge for Science Teachers: The Case of Earth Science Teachers' Lesson on Atmospheric Pressure, Journal of the Korean Association for Research in Science Education 33(6), 1219-1236.) https://doi.org/10.14697/JKASE.2013.33.6.1219
  34. 이봉주 (2008). 중등수학 예비교사 수업장학 실태 및 요구 조사 연구, 한국학교수학회논문집 11(1), 1-18. (Lee, B.J. (2008). A Preliminary Study for the Supervision of Pre - service Mathematics Teachers. Journal of the Korean School Mathematics 11(1), 1-18.)
  35. 이봉주 (2013). 중등수학 예비교사의 전문성 발달을 위한 포트폴리오 활용, 수학교육 52(2), 175-190. (Lee, B.J, (2013). Using portfolio for professional development of pre-service mathematics teachers, The Mathematical Education 52(2), 175-190.)
  36. 이봉주, 고호경 (2009). 메타인지적 활동의 훈련을 통한 문제해결 과정에서의 사고 과정 분석 사례 연구, 한국학교수학회논문집 12(3), 291-305. (Lee, B.J., & Ko, H.K. (2009). A Case study of Metacognitive Strategy Training on Mathematical Problem Solving, Journal of the Korean School Mathematics 12(3), 291-305.)
  37. 이영민, 허진휴 (2013). 끓는점 오름에 대한 내용표상화 (Content Representation) 활동에서 나타난 예비교사의 PCK 특징, 한국과학교육학회지 33(7), 1385-1402. (Lee, Y.M., & Hur., C.H. (2013). Characteristics of Pre-service Teachers' PCK in the Activities of Content Representation of Boiling Point Elevation, Journal of the Korean Association for Research in Science Education 33(7), 1385-1402.) https://doi.org/10.14697/JKASE.2013.33.7.1385
  38. 이원행 (2007). 자기평가를 통한 초등학교 교사의 전문적 발달 수준 비교, 석사학위논문, 인천대학교. (Lee, Y.H. (2007). The Comparisons of Elementary School Teachers' Degree of Professional Development Level by Self-Evaluation, Master's thesis, Incheon National University.)
  39. 이정미, 김병찬 (2010). 중학교 1학년 동학년 교사의 교직문화에 관한 질적 연구-경기도 보람 중학교 사례, 교육문제연구 36, 81-110. (Lee, J.M., & Kim, B.C. (2010). A Qualitative Case Study on the Same Grade Teachers' Culture in the Middle School, Journal of research in education 36, 81-110.)
  40. 이종현 (2004). 초등교사의 발달 지향적 자기평가 도구 개발연구, 박사학위논문, 한국교원대학교. (Lee., J.H. (2004). (A) Study on developing growth-oriented self-evaluation inventory for elementary school teachers, Doctoral dissertation, Korea National University of Education.)
  41. 임찬빈, 이화진, 최승현, 오은순, 이경언, 이수정, 노은희, 권순달 (2006). 수학 평가 기준 개발 연구(III): 일반기준 및 교과(국어, 수학, 기술.가정, 음악, 초등)기준 상세화, 서울: 한국교육과정평가원. 연구보고 RRI 2006-3. (Lim, C.B., Lee, H.J., Choi, S.H., Oh, E.S., Lee, G.O., Lee, S.J., Noh, E.H., & Kwon, S.D. (2006). Mathematics assessment criteria for development research(III): General standards and the elaboration of curriculam, Seoul: KICE. Research report RRI 2006-3.)
  42. 장미자 (2008). 중학교 교사의 자기평가 실태 및 활성화 방안, 석사학위논문, 인천대학교 교육대학원. (Chang, M.J. (2008). The State and the Revitalization of Middle School Teacher's Self-Evaluation. Master's thesis, Incheon National University Graduate School of Education.)
  43. 장수웅 (2006). 기술교과 강의식 수업에 따른 평가 모형 개발, 실과교육연구 12(3), 1-22. (Chang, S.W. (2006). A Development of an Evaluation Model Based on the Technology Subject Lecture, Journal of Korean Practical Arts Education 12(3), 1-22.)
  44. 정선영, 배성아 (2011). 예비중등교사의 메타인지와 사회적 문제해결기술의 관계연구, 아시아교육 연구 12(3), 125-146. (Jung S.A., & Bae S.A. (2011). Relationships Between Pre-service Teacher's Meta-cognition and Social Problem-Solving Skills, Asian journal of education 12(3), 125-146.)
  45. 정재삼 (1996). 교수설계와 교수체제개발의 최근 경향과 논쟁 : 21세기를 대비하는 교수공학의 지식기반 구축을 위하여, 교육공학연구 12(1), 41-74. (Jung, J.A. (1996). Recent Trends and Discussions on Instructional Design and Instructional Systems Development : Toward Buildinga Knowledge Base for the 21st Century Instructional Technology, Journal of Educational Technology 12(1), 41-74.)
  46. 천은수 (2009). 어느 역사 교사의 '가르치기 위한 지식' 연구: 내용교수지식(PCK)과 교수학적 전환(DT), 그리고 실천지식, 역사교육연구 10, 85-121. (Chun E.S. (2009). "Pedagogical Knowledge"Research by a history teacher, Journal of History Education 10, 85-121.)
  47. 한선영 (2015). 중등 예비 수학 교사의 교육철학에 대한 귀납적 분석, 수학교육학연구 25(4), 599-615. (Han, S.Y. (2015). Inductive Analysis Approach on Middle Grade Mathematics Pre-Service Teachers' Teaching Philosophies, The journal of educational research in mathematics 25(4), 599-615.)
  48. 홍재영 (2012). 수업시연과 반성적 저널쓰기를 통하여 경험한 예비특수교사의 실천적 지식 분석, 특수교육재활과학연구 51(2), 73-99. (Hong, H.Y. (2012). An Analysis of the Practical Knowledge Experiences of Pre-service Special Education Teachers through Teaching Demonstrations and Reflective Journal Writing, Journal of Special Education & Rehabilitation Science 51(2), 73-99.)
  49. 황은희, 백순근 (2008). 중등교사의 실천적 교수역량에 대한 자기평가와 전문가평가의 비교연구, 교육평가연구 21(2), 53-74. (Hwang, E.H., & Baek, S.G. (2008). A Comparative Research on the Results between Self-reported Evaluation and Experts" Evaluation of Practical Teaching Competence in Secondary School, Journal of Education Evaluation 21(2), 53-74.)
  50. 황혜정 (2012), 수학 수업에서 요구되는 교사 지식에 대한 평가 기준 재탐색, 수학교육논문집 26(1), 109-135. (Hwang, H.J. (2012). The Study on the Investigation of the Evaluation Standards for Mathematics Teaching Focused on Teacher's Knowledge, Communications of mathematical education 26(1). 109-135.)
  51. 황혜정 (2013), 교사 의견 조사에 기초한 수학 교과에서의 수업평가 기준 및 활용 탐색, 수학교육논문집 27(1). 39-62. (Hwang, H.J. (2013). The Study on the Investigation of the Evaluation Standards for Mathematics Teaching according to the teacher's opinion research, Communications of mathematical education 27(1). 39-62.)
  52. Ball, D. L., Thames, M., & Phelps, G. (2008). Content knowledge for teaching : What makes it special? Journal of Teacher Education 59(5), 389-407. https://doi.org/10.1177/0022487108324554
  53. Barber, L. (1990). Self-Assessment. In J. Millman & L. D. Hammond (Eds.), The new bandbook of teacher evaluation. CA: SAGE.
  54. Butterfield, E. C., & Ferett, R. P.(1987). Toward a theoretical integration of cognitive hypotheses about intellectual differences among children. In J. C. Borkowski & J. D. Day(Eds.), Cognitive in special children: Comparative approaches to retardation learning, NY:Academic Press.
  55. Creswell, J. W. (2003). Research design: qualitative, quantitative, and mixed methods approaches, Thousand oaks, CA: SAGE.
  56. Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approaches, (3rd ed.), Thousands Oaks, CA: SAGE.
  57. Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. (2nd.), Thousands Oaks, CA: SAGE.
  58. Dick, W. & Cary, L. (2001). The systematic design of instruction, (5th), Addison-Wesley Longman.
  59. Flavell, J. H (1979). Metacognition and cognition monitoring :A cognitive development inquiry, American Psychologist 34, 906-911. https://doi.org/10.1037/0003-066X.34.10.906
  60. Jed, R. W., Larry, E. W. (2008). Card sorting: current practices and beyond. Journal of Usability studies 4(1), 1-6.
  61. Jonassen, D. H. (2008). Instructional design as design problem solving: An iterative process, Educational Technology 48(3), 21-26
  62. Park, S. & Oliver, J. S. (2008). Revisiting the conceptualization of Pedagogical Content Knowledge(PCK): PCK as a conceptual tool to understand teachers as professionals, Research in Science Education 38(3), 261-284. https://doi.org/10.1007/s11165-007-9049-6
  63. Qin-Hua Fang (2009). Strategies for teacher Self-assessment: From facilitating professional development perspective. Journal of Northwest Normal University Social Sciences 46(2), 99-103.
  64. Reigeluth. C. M. (1983). Instructional design theories and models: An overview of their current status, Hillsdale NJ: Lawrence Erlbaum Associates.
  65. Schacter, J., Thum, Y. M. (2004). Paying for high-and low-quality teaching, Economics of Education Review 23, 411-430. https://doi.org/10.1016/j.econedurev.2003.08.002
  66. Schon, D. A. (1983). The reflective practitioner, New York: Basic Books.
  67. Shulman, L. (1986). Those who understand: Knowledge growth in teaching, Educational Researcher 15(2), 4-14. https://doi.org/10.2307/1175860
  68. Strauss, L. M., Corbin, J. M. (1998). Basics of qualitative research: techniques and precedures for developing grounded theory. CA: SAGE.

Cited by

  1. 교사가 수업 설계에서 중요하게 고려하는 요소: 초등 수학 수업지도안에 대한 분석을 중심으로 vol.35, pp.1, 2016, https://doi.org/10.7468/jksmee.2021.35.1.15