수업전문성 개발을 위한 교사평가 구성요소의 이론적 기초

서지정보

ㆍ발행기관 : 한국교원교육학회 ㆍ수록지정보 : 한국교원교육연구 / 23권 / 1호
ㆍ저자명 : 이성흠

목차

요 약
I. 서 론
1. 연구의 필요성
2. 연구의 목적
3. 연구방법 및 분석틀
II. 교사평가의 현황과 유형
1. 교직 전문성과 교사평가
2. 교사평가 유형
III. 수업전문성과 교사평가
1. 좋은 수업과 교사전문성
2. 교사평가의 영역과 구성요소
IV. 교사평가 영역과 구성요소
1. 교수설계 과정과 교사평가 영역
2. 교사평가 영역과 구성요소
V. 결론 및 제언
참 고 문 헌
ABSTRACT

영어 초록

Effective teaching is a multidimensional construct. In order to provide measures of distinct
components of teaching effectiveness, the instrument of teacher evaluation should be designed to
reflect various dimensions of effective teaching. The purposes of the present study were to identify
the dimensions of information sought using teacher evaluation and to collect exemplary indicators
for developing instruments of teacher evaluation. Teacher evaluation on teaching is a complex
activity. Multiple dimensions of teaching call for integrative processes of analysis, design,
development, implementation, and evaluation. Based upon an extensive literature review,
thirty-three indicators for teacher evaluation were identified and classified by purposes. With the
increased emphasis on the accountability of a teacher's teaching in the primary and secondary
education, teacher evaluations are a valuable, viable, and necessary indicators of teaching
effectiveness. The use of teacher evaluation for confirming teaching quality is enhanced by an
understanding of the use of the nature of the underlying dimensions and indicators. If teacher
evaluation on teachers‘ teaching behaviors is accurate and fair with appropriate dimensions and
indicators, it could contribute to improving the process of teaching and learning with teachers'
professional development.

참고 자료

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