과학 영재교육 교사 연수에서 ‘교수내용지식’을 활용한 교수 전략의 개발과 적용Development of Teaching Strategy with Use of 'Pedagogical Content Knowledge' in the In-service Teacher Training for the Gifted Education and Its Application
- Other Titles
- Development of Teaching Strategy with Use of 'Pedagogical Content Knowledge' in the In-service Teacher Training for the Gifted Education and Its Application
- Authors
- 최원호; 손정우; 이봉우; 이인호; 최정훈
- Issue Date
- Feb-2009
- Publisher
- 한국초등과학교육학회
- Keywords
- the gifted education; PCK; in-service teacher training; teaching strategy
- Citation
- 초등과학교육, v.28, no.1, pp.9 - 23
- Indexed
- KCI
- Journal Title
- 초등과학교육
- Volume
- 28
- Number
- 1
- Start Page
- 9
- End Page
- 23
- URI
- https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/177230
- ISSN
- 1598-3099
- Abstract
- This research defined professionality of science teacher from the perspective of PCK. An teaching strategy in the in-service teacher training for the gifted education was proposed based on the definition and implemented at an in-service teacher training program for the gifted education in order to explore about the teaching strategy and suggest practical implications that could improve the program. The in-service teacher training teaching strategy proposed in this research consists of three components: 'crafting activity materials', 'conducting inquiry-based experiment', 'developing rubric for identification of giftedness'. The survey carried out for the participants of the teacher training program showed that teachers perceived the importance of the need for the rubric for gifted identification, developing activity materials for the gifted education in science, and developing the rubric of gifted identification as properties for in-service teacher training programs for the gifted education. However, the insufficiency of time and opportunities for being fully engaged in such a program made teachers feel lack of self-confidence in developing activity materials for the gifted education in science and rubric for gifted identification. Therefore, teacher training programs reflecting real features of the gifted education should be constantly developed and provided to enhance the effectiveness of in-service teacher training programs.
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