지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 역사교육연구회 역사교육 歷史敎育 第127輯
- 발행연도
- 2013.9
- 수록면
- 101 - 137 (37page)
- DOI
- 10.18622/kher.2013.09.127.101
이용수
초록· 키워드
오류제보하기
‘Teaching competence of history teacher’ is extremely complex matter, being developed over a long period of time. History teacher-training program should lead students to have power of self-sustained growth in professionalism of history teachers. In this position, professionalism of history teachers is defined as ‘future growth probability’ with qualitative characteristics.
The national policy of teacher training and selection has claimed to stand for educational reform through the securing competent teachers. To attain its object, current teacher-selection system has selected new history teachers by competitive examination.
But the teacher-selection system has not been successful in appraising of examinee’s potential specialty. Multiple choice type question test(stage1), brief essays test(stage2), and perfunctory performance test(stage3) can evaluate only a small part of professionalism of history teachers.
Worse still, there have been increasing bad effects caused by quantitative standard based selection system. It’s almost impossible to assess the level of teaching competence of a preservice teacher by quantitative-based tests.
Making perfectly clear what is the conflict between teacher-training program and teacher-selection system, we can expect improvement in teacher-selection system and stable management teacher-training program.
The national policy of teacher training and selection has claimed to stand for educational reform through the securing competent teachers. To attain its object, current teacher-selection system has selected new history teachers by competitive examination.
But the teacher-selection system has not been successful in appraising of examinee’s potential specialty. Multiple choice type question test(stage1), brief essays test(stage2), and perfunctory performance test(stage3) can evaluate only a small part of professionalism of history teachers.
Worse still, there have been increasing bad effects caused by quantitative standard based selection system. It’s almost impossible to assess the level of teaching competence of a preservice teacher by quantitative-based tests.
Making perfectly clear what is the conflict between teacher-training program and teacher-selection system, we can expect improvement in teacher-selection system and stable management teacher-training program.
목차
1. 여는 글
2. 역사교사 양성과정의 수업전문성
3. 역사교사자격기준과 선발과정의 수업전문성
4. 간극의 내용과 그 원인
5. 맺는 글
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UCI(KEPA) : I410-ECN-0101-2014-370-002842960