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現職敎育의 效率的인 方案을 模索하기 위한 硏究

Title
現職敎育의 效率的인 方案을 模索하기 위한 硏究
Other Titles
(A) Study for the Effective Methods of In-Service Education
Authors
金貞姬.
Issue Date
1973
Department/Major
대학원 교육학과
Keywords
현직교육교육학In-Service Education
Publisher
이화여자대학교 대학원
Degree
Master
Abstract
本 硏究의 目的은 現職敎員에게 새로운 敎授方法上의 價値觀을 形成하도록 하고 또 敎員의 質을 向上시킬 수 있도록 하기 위하여 現織敎育의 內容, 方法, 效果 및 運營上의 問題點을 分析 檢討하여 效率的인 方案을 模索하는데 있다. 이 硏究를 위하여 斫究方法으로 文獻硏究와 調査硏究를 하였고 調査硏究는 文獻硏究를 바탕으로 하여 資料分析과 아울러 面接法과 質問紙法을 使用하였다. 資料處理는 蒐集된 資料를 集計한 後에 이를 다시 敎職經歷別, 職位別, 動務學校別, 講習經驗別, 年令別, 最終出身學校別로 分析한 後에 백분율(%), 加重累積値, 그밖에 差의 有意度를 X²檢定法(chi-Square mothod)에 의해 檢討하였다. 質問紙는 서울특별시 中等敎員中 472名을 對象으로 調査한 徵 이들중 430名의 質問紙를 回收하였다. 이러한 方法으로 얻어진 結果는 다음과 같다. 1. 現職敎員은 講習받기를 願하고 있다. 現職敎育 講習을 받게 된 경위를 職位別로 보면 현저한 有意差가 있다. 교감을 제외한 다른 職位에 있는 敎員은 모두 다 講習받기를 願하고 있다 2. 一線學校에서 適用하는 受講敎員 選定基準과 實際로 受講敎員이 바라는 選定基準과는 敎職經歷爲主를 제1위로 하는 데에는 一致하나 나머지 順位에 있어서는 약간의 差異가 있다. 3. 現職敎育의 內容에 있어서 敎育課程 構成比率에 대한 受講敎員의 意見은 文敎部의 現職敎育計劃과는 다르다. 現職敎育의 內容에 있어서 敎育課程 構成比率에 대한 受講敎員의 意見은 敎養科目을 20%, 敎職科目을 30%, 專攻科目을 50%로, 敎養科目과 敎職科目을 4 : 6으로 構成하기를 願하지만 文敎部의 現職敎育計劃에 의하면 3 : 7로 정하도록 되어 있다. 4. 現職敎育의 方法에 있어서 講義式爲主의 敎育方法이 上揚되기를 바라고 있다. 受講敎員이 바라는 效果的인 現職敎育의 方法을 알아보면 視聽覺敎育이 1위이고, 다음이 硏究授業 學級 또는 學校의 相互參觀, 그 다듬이 實驗·實習의 敎育方法이라고 하였다. 5. 受講敎員은 現行 現職敎育의 評價方法에 대해 不滿을 느끼고 있다. 그 不滿의 理由를 보면 너무나 形式的이다(68.2%), 信賴性이 없다(16.9%)는 것과 또 試驗制度로 숨은 實力을 찾기 어렵다(12.0%) 는 것이다. 6. 現職敎育의 效果가 큰 반면에 講習받을 機會는 公平하지 않다. 現職敎育의 結果가 일선학교에서의 問題解決에 도움이 되는가를 알아보면 그 活用度가 큰것을 수 있었다. 특히 學生指導에 도움을 주고(41.9%), 敎職者로서의 使命感을 깨우쳐 주는데 도움을 준다(34.7%)고 하였다. 이러한 調査結果로도 現職敎育 講習의 機會가 모든 敎員에게 公平하게 주어져야 하겠는데 機會가 公平하다는 것은 23.7%이고, 公平하지 않다는 것은 24.7%로 나타나 또 하나의 問題를 惹起시키고 있다. 끝으로 이 硏究를 통하여 앞으로 提音하고 싶은 것은 다음과 같다 ① 自發的인 受講態度를 유발할 수 있는 講習體制의 確立이 要望된다. ② 講習機關의 制度上의 改革이 要望된다. ③ 敎科目의 內容과 水準에 있어서 改善이 要望된다. ④ 講義式 爲主의 敎育方法을 正揚하고 視聽覺, 實驗, 實技등의 다양한 敎育方法을 병행하였으연 좋겠다. ⑤ 形式的이고 信顆性이 없는 現行 現職敎育의 成績評價 方法에 改善策이 要望된다. ⑥ 敎育當局의 補助와 學校自體의 協助가 要望된다.;Ⅰ. Object The object of the study is to establish a philosophy of value within minds of In-Service Educators concerning their teaching methods, and to search an effective method for improving the quality of the teachers by analyzing problems of the contents, methods, effectiveness and administration of the inservice education. Ⅱ. Methods and Procedure This study is based on two methods; by references and direct investigations. The direct investigations are performed by means of data analysis, direct interview and questionaire on the basis of reference study. Concerning the collected data analysis, the data are classified according to teaching experiences, occupational rank, educational institution, experiences of the in-service education attendance, teacher's age, school of the last graduated, and then percentage, accumulative values are calculated. The evaluation of differences is carried out by Chi-Square method. The questionaires were distributed to 472 secondary school teachers and of whom 430 teachers responded with answers. Ⅲ. Results Results obtained by the above mentioned investigations are as follows : 1. In-service educators wish to participate in-service education activities. There exists noticeable distinction concerning the in-service education attendance frequency observed according to occupational ranks. Most of the teachers in all ranks except vice-principals wish to attend this program 2. Selection rule for the attendants actually applied in the active schools and that hoped by applicants showed an agreement that the first preference had to be given according to the teaching experiences. However some differences in opinion were shown concerning the remaining preferences. 3. On the matter of contents of the in-service education there exists a difference between the opinion of the attendants and the in-service education program of the Ministry of Education concerning the curriculum composition. The opinion of the attendants are such that the ratio of curriculum composition should be of general education; 20%, teachers education; 30% and professional education; 50% which means that the ratio between the subjects of general and teachers educations be 4 to 6 contrary to that of the in-service education program of the Ministry of Education is 3 to 7. 4. Lecture oriented teaching method should not be over emphasized for the in-service education. Most of the attendants believe that of following order of teaching is more effective. ① Education with visual aids. ② Visiting of a model classes or various schools. ③ Experiments and practice. 5. Most of the attendants feel unsatisfactory about the evaluation method of the present in-servce education. Reasons are shown in following patterns. ① Evaluation is based on the formalism; 68.2%. ② It's dependancy is low; 16.9 %. ③ Mere examination system is difficult to yield the practical ability of the attendants; 12.0%. 6. Though the effect of the in-service education is groat, the opportunity for the attendance is not fairly given to the teachers. Distributions of the opinion concerning the effectiveness of this education are as follows : ① It helps for the guidance of pupils; 41.9%. ② It helps for awakening the spirit of responsibility as a teacher; 34.7%. In connection with the impression of fairness for giving opportunity of participating, the followings are the responses of the questionaires. ① The opportunity is equally given to all teachers; 23.7%, ② The opportunity is not equally given; 24.7 %. As one may notice, a serious consideration should be given to the latter problem of attendance opportunity. Ⅳ. Comments Through this study of the in-service education, comments are given as follows. 1. A positive educational system which is possible to derive the active attitude for prticipating teachers must be established. 2. Renovation on the system of educational institution is neecessary. 3. Improvements in the contents of curriculum and it's level should be made. 4. Removement of lecture-oriented method together with application of more interesting various experimental and practical teaching methods are recommended. 5. Reconsideration on the evaluation method of the current unreliable in-service education which is being administered in formalism should be given. 6. More generous support by the government authority and active cooperation by the schools themselves are strongly desired.
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