122nd General Meeting of the KCS

Type Poster Presentation
Area Chemistry Education
Room No. Grand Ballroom
Time 10월 18일 (목요일) 11:00~12:30
Code EDU.P-491
Subject A Case Study on Teacher Instruction Expertise through the Teaching and Learning Community
Authors Hyoun Mee Kim*, Seounghey Paik1
Division of Integrated Science Education, Jam Sil Middle School, Korea
1Department of Chemical Education, Korea National University of Education, Korea
Abstract One of the factors affecting student achievement is the professionalism of the teacher, and developing the professionalism of the teacher is important to improve the quality of education. Teacher professionalism has a decisive influence on the quality of education, and no education reform can succeed without teacher change. The knowledge, skills and expertise that science teachers need to have become more important than before. Teacher variables were found to have a greater effect on student achievement than any other single factor, including class size, parent education, income level, and language background. In the past, the direction of professional development, which emphasized education and training for teachers, has recently been shifted toward professional development through collaboration with colleagues. From this point of view, this study examined the 'Teachers for Exiting Science'(TES), a science learning community in Seoul Gyeonggi province. To do this, we surveyed the status of the meetings, analyzed their online communities, and took classroom classes to assess the professionalism of the participating teachers. Most of the participating teachers who participated in the TES participated in the TES for sharing and experimenting with the data, and they were satisfied with the new book, and the expertise of the expression area and the teaching method was improved through the meeting. In order to analyze the activities of TES's activities, active interaction was taking place in the private online community of TES teachers, and the biggest function was' sharing friendship' and 'sharing of information' It is understood that they participate for the purpose of emotional exchange and professional development with fellow teachers. As a result of evaluation of instructional expertise through classroom observation and video analysis, the highest level of achievement was shown in 'Interaction and Respect' factor, and the teachers of 'excellent' class were veteran teachers with long experience of learning community activities. They were using a variety of teaching resources, designing meaningful learning programs, and actively engaging in meaningful interaction with students. On the other hand, the teachers who are in 'beginners' class did not have diverse resources due to their lack of experiences and experiences, and they were in a rigid type of less flexible interaction with students and less positive interaction with students. As a result of the questionnaire survey of the TES on the present curiosity, it was pointed out that the activity direction of the curiosity center, the quality deterioration of the development data level and lack of fellowship between the TES should be improved. In addition, as the merits of TES, it was often accompanied by fellow teachers who share professionalism and meanings. In the future, TES to develop and disseminate teaching and learning materials to achieve the goals of 'exciting science', 'to develop professionalism to achieve precise science goals, and to achieve the goal of' science for all 'I heard the popularization of science for. In this study, we surveyed the status of the new science learner, a representative science teacher learning community in Korea, and the teaching expertise of participating teachers. TES is a learning community that has been actively engaged for 25 years to achieve three goals and consists of teachers who are constantly striving to improve their professionalism. Most of the teachers, who consistently and enthusiastically participated in the Divine Comedy, were highly evaluated in the assessment of their professionalism in class, and their participation was the cause. The teacher-learning community, in which teachers are voluntarily engaged, has a great influence on the professional development of the teacher. Such meaningful efforts must not only continue to develop but also make a meaningful voice to the scientific education one step further the learning community in Korea.
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