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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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The purpose of this study is to understand pre-service teachers’ professional teaching ability focusing on dialogic discourse in their teaching practices. Dialogic discourse makes students to express their idea and helps meaningful learning. For this purpose, four pre-service teachers who registered both of two practice courses, simulated teaching and student teaching, were selected. Data from classroom observations, semi-structured interviews, lesson plans, instructional materials were used to characterize discourse patterns and factors that affected dialogic discourse. As a result, the three factors that affected dialogic discourse were also categorized: teaching orientation, linkage of everyday life and scientific idea, and teachers’ questions and feedback. More dialogic discourses were observed in the lessons of teachers who had inquiry teaching orientation than who had didactic teaching orientation. Pre-service teachers who had inquiry teaching orientation recognized the necessity of dialogic discourse and put it in practice with the aims of increasing students’ participation and scientific thinking. When scientific idea was linked up with everyday life, students could participate in classroom discourse spontaneously using dialogic discourses. Dialogic discourses were also used when teacher asked questions for the purpose of collecting diverse idea and gave feedback for scaffolding or challenging thoughts. These results could suggest some supports for improvement of pre-service teachers’ professional teaching ability in the teacher education course.
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참고문헌 (37)
참고문헌 신청
Schön, D. A. / 1983 / The Reflective Practitioner : How professionals think in action / Basic Books
Scott, P. H. / 1998 / Teacher talk and meaning making in science classrooms : A Vygotskian analysis and review / Studies in Science Education 32:45~80
Scott, P. H. / 2006 / The tension between authoritative and dialogic discourse : A fundamental characteristic of meaning making interactions in high school science lessons / Science Education 90(4):605~631
Shulman, L. S. / 1986 / Those who understand : Knowledge growth in teaching / Educational Researcher 15(2):4~14
Shulman, L. S. / 1987 / Knowledge and teaching : Foundations of the new reform / Harvard Educational Review 57(1):1~22
Scott, P. H. / 1998 / Teacher talk and meaning making in science classrooms : A Vygotskian analysis and review / Studies in Science Education 32:45~80
Scott, P. H. / 2006 / The tension between authoritative and dialogic discourse : A fundamental characteristic of meaning making interactions in high school science lessons / Science Education 90(4):605~631
Shulman, L. S. / 1986 / Those who understand : Knowledge growth in teaching / Educational Researcher 15(2):4~14
Shulman, L. S. / 1987 / Knowledge and teaching : Foundations of the new reform / Harvard Educational Review 57(1):1~22
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