- Volume 36 Issue 3
본 논문은 융합적 사고와 창의적 문제해결력을 지닌 인재 양성을 목표로 시작된 STEAM 교육의 현장확산을 위한 교사연수 중 심화과정 교사연수 프로그램의 개발과정 및 운영 결과를 바탕으로 STEAM 교사연수에 대한 시사점을 고찰하고자 한다. STEAM 심화과정 교사연수 프로그램은 교사들의 STEAM 역량 강화를 위하여 개발되었다. 총 60시간(4학점)의 직무연수로, 집합연수 38시간, 온라인 12시간, 현장적용 5시간, 성과발표 5시간으로 구성(3차년도 기준)하였다. 집합연수는 강의, 멘토교사수업, 실험실습 및 랩탐방, STEAM 수업자료 개발을 위한 조별활동, 포스터발표회로 구성되었다. 온라인 연수는 추가 강의 이수와 지속적인 교사 커뮤니티 활동을 이어갈 수 있도록 구성되었다. 또한 집합연수와 온라인 연수를 통해 개발된 STEAM 수업자료의 현장적용을 의무화하였다. 마지막으로 성과발표는 우수수업 사례 발표를 통해 교사들이 STEAM 교수 경험을 공유할 수 있도록 하였다. 2012-2014 동안 서울, 경기, 인천, 강원, 제주 지역의 초중등교사 약 700명이 본 연수를 이수하였다. 설문 조사 결과를 바탕으로 지속적으로 프로그램의 세부 내용 및 구성을 개선해나가면서 연수참여자들의 연수에 대한 만족도를 향상시켰다. 또한 본 연수 프로그램은 교사들의 STEAM에 대한 이해를 높이고, 자료개발과 현장적용을 통해 교사들의 STEAM 역량을 높이는데 효과적이었음을 알 수 있었다. 본 연수는 앞으로 이와 유사한 STEAM 교사연수 프로그램의 개발 및 운영에 참고가 될 수 있을 것이다.
- Baek, S., Ham, E. Lee, J., Shin, H., & Yu, Y. (2007). A theoretical inquiry on the construct for teaching competence in secondary school. Asian Journal of Education, 8(1), 47-69. https://doi.org/10.15753/aje.2007.8.1.003
- Borko, H. (2004) Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
- Brookhart, S. M. (2009). Exploring formative assessment. Alexandria, VA:ASCD.
- Chae, H., Noh, S. (2014). Research Articles : Analysis of teachers' stages of concern and levels of use on STEAM of the 2009 elementary science curriculum. Journal of Korean Elementary Science Education, 33(4), 634-645. https://doi.org/10.15267/keses.2014.33.4.634
- Cho, S., Park, C. (2013). The analysis on degree of concerns for STEAM education of elementary school teachers. Journal of Fisheries and Marine Sciences Education, 25(3), 743-755. https://doi.org/10.13000/JFMSE.2013.25.3.743
- Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967. https://doi.org/10.1016/S0742-051X(02)00053-7
- Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-305.
- Geum, Y., Bae, A. (2012). The recognition and needs of elementary school teachers about STEAM education. The Journal of Korean Institute of Industrial Education, 37(2), 57-75.
- Grant, C. A. (2008). Teacher capacity: Introduction to the section. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 127-133). New York, NY: Association of Teacher Educators.
- Greene, C. (2007). Mixed methods in social inquiry (Vol. 9). John Wiley & Sons.
- Han, H., Lee, H. (2012). A study on the teachers' perceptions and needs of STEAM education. Journal of Learner-Centered Curriculum and Instruction, 12(3), 573-603.
- Hwang, E., & Baek, S. (2008). A comparative research on the results between self-reported evaluation and experts' evaluation of practical teaching competence in secondary school. Journal of Educational Evaluation, 21(2), 53-74.
- Hollins, E. R. (2011). Teacher preparation for quality teaching. Journal of Teacher Education, 62(4), 395-407. https://doi.org/10.1177/0022487111409415
- Howe, A. C. & Stubbs, H. S. (2003). From science teacher to teacher leader: Leadership development as meaning making in a community of practice. Science Education, 87(2), 281-297. https://doi.org/10.1002/sce.10022
- Kang, S., Lee, H., Kim, Y., & Kim, K. (2008). The perception of in-service and pre-service science teachers of the training program, and the practical use of advanced science laboratory equipment. Journal of the Korean Association for Research in Science Education, 28(3), 880-889.
- Kim, J. (2011). Teacher training models and practical strategies for the field-oriented blended learning, Journal of Education & Culture, 17(1), 33-57. https://doi.org/10.24159/joec.2011.17.1.33
- Kim, J. & Lee, G. (2005). Logical investigation on the teachers' self-evaluation strategy of instructional competence for improving quality of instruction. Journal of Educational Evaluation, 18(3), 19-38.
- Kim, S., Chung, Y., Woo, A., & Lee, H. (2012). Development of a theoretical model for STEAM education. Journal of the Korean Association for Research in Science Education, 32(2), 388-401. https://doi.org/10.14697/jkase.2012.32.2.388
- Korea Foundation for the Advancement of Science and Creativity. (2015). Easy and visible introduction on STEAM education. Korea Foundation by the Achievement of Science & Creativity. Seoul.
- Kolb, A. & Kolb, D. A. (2001). Experiential learning theory bibliography 1971-2001, Boston, Ma.: McBer and Co, [http://trgmcber.haygroup.com/Products/learning/bibliography.htm]
- Kwon, N. & Ahn, J. (2012). The analysis on domestic research trends for convergence and integrated science education. Journal of Korea Association for Science Education, 32(2), 265-278. https://doi.org/10.14697/jkase.2012.32.2.265
- Lee. E. (2012). Study on the awareness of the high school teachers regarding 'Science' of the revised curriculum 2009 (Master's thesis). Korea National University of Education, Cheongju.
- Lee, J., Park, H., Kim, J. (2013). Primary teachers' perception analysis on development and application of STEAM education program. Journal of Korean Elementary Science Education, 32(1), 47-59.
- Lee, J., Shin, Y. (2014). An analysis of elementary school teachers' difficulties in the STEAM class. Journal of Korean Elementary Science Education, 33(3), 588-596. https://doi.org/10.15267/keses.2014.33.3.588
- Lim, S., Kim, Y., Lee, T. (2014). Analysis of Elementary School Teachers' Perception on Field Application of STEAM Education. Journal of Science Education, 38(1), 133-143. https://doi.org/10.21796/jse.2014.38.1.133
- McDiarmid, G. W., & Clevenger-Bright, M. (2008). Rethinking teacher capacity. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 134-156). New York, NY: Association of Teacher Educators.
- Ministry of Education, Science & Technology. (2010). 2011 Business Report: Window to open the creative talent and the advanced science and technology future of republic of Korea.
- Noh, H., & Paik, S. (2014). STEAM experienced teachers' perception of STEAM in secondary education. Journal of Learner-Centered Curriculum and Instruction, 14(10), 375-402.
- Noh, H., & Choi, M. (2004). The development of the teaching competency model for HRD(Human Resources Development). Journal of Employment and Skills Development, 7(2), 1-28.
- Palincsar, A. S., Magnussen, S. J., Marano, N., Ford, D., & Brown, N. (1998). Designing a community of practice: Principles and practices of the GIsML community. Teaching and Teacher Education, 14(1), 5-19. https://doi.org/10.1016/S0742-051X(97)00057-7
- Park, H., Kim, Y., Noh, S., Lee, J., Chung, J., Choi, Y., Han, H., & Paik, Y. (2012). Components of 4C-STEAM education and a checklist for the instructional design. Journal of Learner-Centered Curriculum and Instruction, 12(4), 553-557.
- Popham, W. J. (2008). Transformative assessment. Alexandria, VA: ASCD.
- Seo, K. (2009b). Teachers' experience of reconstructing national curriculum. The Korean Society For Curriculum Studies, 27(3), 159-189.
- Sergiovanni, T., & Strarratt, R. (2007). Supervision: A redefinition (8th ed.). New York: McGraw Hill.
- Shin, D., Kim, J., Kim, R., Lee, J., Lee, H., & Lee, J. (2012). Development of interdisciplinary teacher education programs. Journal of Research in Curriculum & Instruction, 16(1), 371-398. https://doi.org/10.24231/rici.2012.16.1.371
- Shin, J. (2013). Survey of primary & secondary school teachers' recognition about STEAM convergence education. Korean Journal of Learning Science, 7(2), 29-53.
- Shin, Y., & Han, S. (2011). A study of the elementary school teachers' perception in STEAM (Science, Technology, Engineering, Arts, Mathematics) education. Journal of Korean Elementary Science Education, 30(4), 514-523.
- Smith, K. S., & Simpson, R. D. (1995). Validating teacher competencies for faculty members in higher education: A national study using the delphi method. Innovative Higher Education, 19, 223-234. https://doi.org/10.1007/BF01191221
- Son, Y., Jung, S., Kwon, S., Kim, H., & Kim, D. (2012). Analysis of prospective and in-service teachers' awareness of STEAM convergent education institute. For Humanities and Social Scienwces, 13(1), 255-284.
- Song, S., Nam, B., Kim, H., Han, H., & Shim, K. (2012). Study on perceptions of high school students and science teachers about high school fusing science, Journal of Science Education, 36(1), 130-138. https://doi.org/10.21796/jse.2012.36.1.130
- Sung, C., & Chung, Y. (2013). Secondary science teachers' attitudes toward teaching and teaching anxiety when they teach in a non-major science field. Journal of Research in Curriculum Instruction, 17(2), 281-295. https://doi.org/10.24231/rici.2013.17.2.281
- Yoo, J., Hwang, S., & Hahn, I. (2016). A comparative study of perceptions on STEAM education by the primary and secondary school teachers who participated in the advanced STEAM teacher training program. Journal of Research in Curriculum & Instruction, 20(1), 50-58. https://doi.org/10.24231/rici.2016.20.1.50
- Yoon, H., Yoon, W., & Woo, A. (2011). High school science teachers' perceptions of the 2009 revised science curriculum and the science textbook. Journal of Research in Curriculum Instruction, 15(3), 757-776. https://doi.org/10.24231/rici.2011.15.3.757
- Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
- Woo, J. (2013). A qualitative research on the high school teachers' perception STEAM education (Master's thesis). Ewha Womans University, Seoul.
- Seo, K. (2009a). Teacher learning communities and professional development. The Journal of Korean Teacher Education, 26(2), 243-276. https://doi.org/10.24211/tjkte.2009.26.2.243
연구 과제 주관 기관 : 한국과학창의재단