교사양성 기관과 현장 교사간의 공동 프로젝트 개발 = Development of Cooperative Research Projects Between Teachers Colleges, and Elementary and Secondary School Teachers
저자
송화섭 (대구대학교 사범대학 특수교육과)
발행기관
大邱大學校 社會科學硏究所(The Social Science Research Institute Taegu University)
학술지명
권호사항
발행연도
1997
작성언어
Korean
KDC
300.000
자료형태
학술저널
수록면
363-377(15쪽)
제공처
소장기관
This study has three purposes. The first purpose is to find out the value of cooperative research projects between teachers colleges and teacher in elementary and secondary schools in Taegu. The second aim is to analyze the teachers' perspectives regarding needs and reasons for, and the priority of the cooperative research projects. To suggest the direction of future cooperative research projects based on the data is the third purpose. To achieve this end, self-made questionnaires consisting of 5 areas are employed. The sample was made up of 494 teachers: 289 elementary school teachers and 205 secondary school teachers.
The fudings are as follows:
First, the value of cooperative reseach projects for the teachers is that developed theory through cooperative research projects can be implemented directly into the classroom. Thus the quality of instruction is improved. Teachers become more creative, critical and self-reflective through cooperative research projects bringing intellectual autonomy and flexibility. Subsequently, teachers have the confidence and ability to solve problems when they are faced with educational difficulties. This stimulates teachers to grow professionally, thereby the morale of the teachers increases and students' learning becomes more effcctive.
The value of the cooperative research projects for the proffssors in teachers colleges is to understand the educational problems in schools which stimulate professors to research practically and continueously. As a result of ongoing interaction between teachers and professors, students in teachers colleges are taught practical and revisional curriculum which benefits for the cldssroom. This motivates proffssors and students to continue professional development and increase their enthusiasm towards the classroom.
The value of the cooperative research projects for the teachers colleges is that research facilities and equipments can be shared between teachers colleges and schools. Thus there is a greater pool of resources the teachers colleges can utilize. This eventually brings good education, professional skills and methodology to students. In addition, cooperative research projects can enhance the reputation of teachers colleges, thereby allowing the school to admit a higher quality of students.
Second, 85% of the elementary and secondary school teachers felt the need for cooperative research projects. There were no significant differences in the need for cooperative research projects by sex, level of school, degree, and community, but there was a significant difference by years of experience. Less experienced teachers felt the needs for cooperative research projects more than experienced teachers (5 years-93.4%, more than 20 years-80.5%).
Half of the elementary and secondary school teachers responded that balancing educational theory and practice, as well as having a practical curriculum were the primary reasons for needing cooperative research projects. Other reasons prioritized by elementary school teachers were in descending order solf-improvement, solving educational problems, and the improvement of the quality of the education. Secondary school teachers prioritized the following reasons: improving the quality of the education, self-improvement, and the exchange of education information. The important areas of education that cooperative research projects should focus on were: teaching-learning methods(32.7%), and the implementation of curriculum(22.9%) for the elementary school teachers. Implementation of curriculum(23.4%), teaching-learning methods(22%), and the development of educational materials(16.6%) were primary areas of concern for the secondary school teachers. More than half of the teachers in elementary and secondary schools are mainly concerned with teaching-learning methods, implementation of curriculum, self-improvement and the exchange of educational information. There were significant differences in the areas of educational environment practical rural experience, school administration committee, school and classroom size, specialized teaching at the elementary level, teaching of English, and moral educatiorl among the 17 areas that cooperative research projects could focus on.
hird, future cooperative research projects should be directed towards the areas which were indicated by the teachers. The participants of the cooperative research projects should be teachers who have less experience, because they may be more open to educational innovation and have more immediate experience with the difficulties newer teachers(current college students) may encounter. To do cooperative research projects effectively, teachers colleges and schools must reciprocate. Positive attitudes toward cooperative research projects on both sides are also important. It is vital that cooperative research funds should be provided by the government or non-governmental organizations. Teachers colleges and school administrators as well as community supports for cooperative research projects are also essential.
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