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Development of the Alternative Competency Model for Teacher as STEAM Instructional Designer;l ̹2015-02\ՑYPxhttps://repository.hanyang.ac.kr/handle/20.500.11754/129525;
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|Amalgamative and creative thoughts are necessary so that human can treat knowledge innovation period, information period and science technology period. Amalgamative manpower education introduced to cultivate creative and amalgamative manpower intends to cultivate problem-solving skills of actual life and cultivate adaptation skills to deal with future's situation which is rapidly changed. For amalgamative manpower education's successful settlement, professional capabilities of teachers as class designers who can treat amalgamative subjects effectively should be necessary above all.
A study on professionalism of teachers as class designers has been biased to develop class designing model suitable for teacher's characteristics and verify effects of systematic class designing theory for teachers and preliminary teachers. Professionalism of class designers is accumulated by reflection of the process to practice their class designing activities in the context of concrete situation and the results of their temporary practice (Schn, 1983), but it's difficult to find a study which investigates professionalism of teachers as class designers through the unique class designing method of class professionalists and their thinking process. Knowledge necessary for experts' works is practical knowledge including individual active participation, reflective practice and judgement and value of subjects for practical context, not de-context theoretical knowledge. Teachers who design classes are experts, so it's necessary to develop alternative capability model based on practical knowledge which can supplement limitations of existing objective capability model.
Therefore, this research newly defined teachers' professionalism of class design in consideration of practical knowledge and reflective practice and based on it, suggested conceptive model for alterative capability model of teachers as steam class designers.
Professionalism of class designers is practical knowledge which is learned by reflective practice and practical reflection under the background of class situation designed. Therefore, capabilities of class designers also have practical properties cult<ivated in class situation. To draw capabilities of class designers with practical personalities, it drew strategy by focusing on activities which are commonly appeared by experts' practice or emphasized as important activities through the in-depth interview and then, showed the roles of class designer by images. Images of teachers as steam class designers were divided into 3 upper images; voluntary reflector, creative learning promoter and active sharer and 6 lower images; lifelong learner, class reflector, analyst, creation promoter, class consultant and cooperator.
As a result of this research, capabilities of reflector improving class by voluntary research, capabilities of learning promotor cultivating self-directed learning ability of learners creatively and capabilities of sharer delivering professional knowledge actively were drawn for core factors of steam class designers' relative capabilities. Those three capabilities are mutually depended and essential factors to display professionalism of class designers.
An alternative capability model based on practical knowledge of teachers as steam class designers will contribute to cultivation of field teachers fulfilling amalgamative manpower education, strengthening of their capabilities, improvement of environment for amalgamative manpower education in the future.; Amalgamative and creative thoughts are necessary so that human can treat knowledge innovation period, information period and science technology period. Amalgamative manpower education introduced to cultivate creative and amalgamative manpower intends to cultivate problem-solving skills of actual life and cultivate adaptation skills to deal with future's situation which is rapidly changed. For amalgamative manpower education's successful settlement, professional capabilities of teachers as class designers who can treat amalgamative subjects effectively should be necessary above all.
A study on professionalism of teachers as class designers has been biased to develop class designing model suitable for teacher's characteristics and verify effects of systematic class designing theory for teachers and preliminary teachers. Professionalism of class designers is accumulated by reflection of the process to practice their class designing activities in the context of concrete situation and the results of their temporary practice (Schn, 1983), but it's difficult to find a study which investigates professionalism of teachers as class designers through the unique class designing method of class professionalists and their thinking process. Knowledge necessary for experts' works is practical knowledge including individual active participation, reflective practice and judgement and value of subjects for practical context, not de-context theoretical knowledge. Teachers who design classes are experts, so it's necessary to develop alternative capability model based on practical knowledge which can supplement limitations of existing objective capability model.
Therefore, this research newly defined teachers' professionalism of class design in consideration of practical knowledge and reflective practice and based on it, suggested conceptive model for alterative capability model of teachers as steam class designers.
Professionalism of class designers is practical knowledge which is learned by reflective practice and practical reflection under the background of class situation designed. Therefore, capabilities of class designers also have practical properties cultivated in class situation. To draw capabilities of class designers with practical personalities, it drew strategy by focusing on activities which are commonly appeared by experts' practice or emphasized as important activities through the in-depth interview and then, showed the roles of class designer by images. Images of teachers as steam class designers were divided into 3 upper images&HQsj&)KLng
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