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STEAM 수업설계자로서 교사의 대안적 역량 모델 개발

Title
STEAM 수업설계자로서 교사의 대안적 역량 모델 개발
Other Titles
Development of the Alternative Competency Model for Teacher as STEAM Instructional Designer
Author
정숙희
Alternative Author(s)
Suk Hee Jeong
Advisor(s)
유영만
Issue Date
2015-02
Publisher
한양대학교
Degree
Master
Abstract
지식혁명시대, 정보시대, 과학기술시대에 인간이 대처하기 위해서는 융합적이고 창의적인 사고가 필요하다. 창의적 융합인재를 양성하기 위해 도입된 융합인재교육은 실생활의 문제해결력을 배양시키고 빠르게 변화하는 미래의 상황에 대처할 수 있는 적응력을 길러주고자 한다. 융합인재교육의 성공적인 정착을 위해서는 무엇보다 융합 주제를 효과적으로 가르칠 수 있는 수업설계자로서 교사의 전문적 역량이 우선되어야 한다. 수업설계자로서 교사의 전문성에 대한 연구는 교사 특성에 적합한 수업설계 모형 개발과 교사 및 예비교사들을 대상으로 체계적 수업설계 원리의 효과를 검증하는 것에 치중해 왔다. 수업설계자의 전문성은 자신의 수업설계활동을 구체적인 상황적 맥락에서 실천하는 과정에 대한 성찰과 잠정적 실천 결과에 대한 성찰을 통해 축적되나(Schön, 1983), 수업설계자로서 교사의 전문성을 수업 전문가의 독특한 수업설계 방법과 사고과정을 통해 규명한 연구는 찾기 어렵다. 전문가의 업무수행에 필요한 지식은 탈맥락화된 이론적 지식이 아닌 개인의 능동적인 참여, 성찰적 실천, 실천맥락에 대한 주체의 판단과 가치가 녹아들어 있는 실천적 지식이다. 수업설계를 하는 교사도 전문가이므로 기존의 객관적인 역량 모델의 한계를 보완할 수 있는 실천적 지식에 기반한 대안적 역량 모델을 개발할 필요가 있다. 이에 본 연구는 실천적 지식과 성찰적 실천에 비추어 교사의 수업설계 전문성을 새롭게 정의하고, 이에 근거하여 스팀 수업설계자로서 교사의 대안적 역량 모델에 대한 개념적 모형을 제시하였다. 수업설계자의 전문성은 수업설계가 이루어지는 수업 상황을 배경으로 성찰적 실천과 실천적 성찰을 통해 습득되는 실천적 지식이다. 따라서 수업설계자의 역량 또한 수업 상황에서 육성되는 실천적 성격을 가진다. 실천적 성격을 가진 수업설계자의 역량을 도출하기 위해 심층면담을 통해 수업설계 전문가들의 실천에서 공통으로 나타나거나 중요한 것으로 강조되는 활동을 중심으로 전략을 도출해낸 후, 수업설계자란 어떠해야 하는가에 대한 역할을 이미지로 나타내었다. 스팀 수업설계자로서 교사의 이미지는 자발적 성찰자, 창의적 학습촉진자, 적극적 공유자 등 3가지의 상위 이미지와 평생학습자, 수업성찰자, 분석가, 창의촉진자, 수업컨설턴트, 협력자 등 6가지의 하위 이미지로 구분되었다. 본 연구의 결과 스팀 수업설계자의 관계론적 역량의 핵심구인으로 자발적 연구를 통해 수업을 개선하는 성찰자로서의 역량, 창의적으로 학습자의 자기주도학습능력을 키워주는 학습촉진자로서의 역량, 적극적으로 전문적 지식을 전달하는 공유자로서의 역량이 도출되었다. 이 세 가지 역량은 상호의존적이며 수업설계자의 전문성이 발휘되는데 필수적인 요소이다. 스팀 수업설계자로서 교사의 실천적 지식에 기반한 대안적 역량 모델은 앞으로 융합인재교육을 실시하는 현장 교사의 양성 및 역량 강화, 융합인재교육을 위한 환경개선에 기여할 것이다. |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 (Schön, 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; 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 (Schön, 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
URI
https://repository.hanyang.ac.kr/handle/20.500.11754/129525http://hanyang.dcollection.net/common/orgView/200000425891
Appears in Collections:
GRADUATE SCHOOL OF EDUCATION[S](교육대학원) > MAJOR IN EDUCATIONAL TECHNOLOGY(교육공학전공) > Theses(Master)
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