Teacher Competency in Competency-Focused Science Teaching in the South Korean Context: Teacher Self-Assessment Instrument Development and Application

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Nam-Hwa Kang, Hunsik Kang, Seungho Maeng, Jongwon Park, EunYoung Jeong
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引用次数: 1

Abstract

The purpose of this study was to examine teachers’ competency in teaching for student competence in science. Drawing on literature on competence and science teacher education, we identified 44 indicators of science teaching competence in relation to the current Korean National Science Curriculum, from which 54 items for teachers’ self-assessment were developed and validated. Through online administration of the self-assessment instrument, responses from 210 primary and secondary teachers were collected. Factor analysis resulted in nine factors across three competence areas. Teacher competence differed across factors. One-way ANOVA analysis revealed that primary teachers indicated significantly higher competence in most aspects of teaching than secondary teachers and that years of teaching was related to professional development methods utilized by teachers. Suggestions for professional development program design and further research topics were discussed.
韩国背景下以胜任力为中心的科学教学中的教师胜任力:教师自我评估工具的开发与应用
摘要本研究旨在探讨教师的教学能力对学生科学能力的影响。根据有关能力和科学教师教育的文献,我们确定了44个与当前韩国国家科学课程相关的科学教学能力指标,从中开发并验证了54个教师自我评估项目。通过自我评估工具的在线管理,收集了210名中小学教师的反馈。因子分析得出三个能力领域的九个因素。教师能力在各因素之间存在差异。单因素方差分析显示,小学教师在教学的大多数方面都明显高于中学教师,教学年限与教师使用的专业发展方法有关。讨论了专业发展方案设计的建议和进一步的研究课题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
AsiaPacific Science Education
AsiaPacific Science Education Social Sciences-Education
CiteScore
1.70
自引率
0.00%
发文量
8
审稿时长
20 weeks
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