과학영재학교에 신규로 전입한 수학, 과학교사들이 겪는 어려움과 극복 방법

Abstract

This study aimed to explore difficulties that newly employed teachers of science and mathematics have experienced at a science gifted academy and to investigate their ways to overcome their difficulties in terms of teaching andlearning, assessment, and research guidance. A survey and in-depth interview were administered with seven research subjects for this study. It was found that there were various difficulties that teachers experienced at a science gifted academy. For the teaching and learning area, teachers had difficulties in determining appropriate level of enriched content and considering characteristics of heterogeneous groups of students with different levels of understanding when they were preparing teaching contents. During class implementation, they still felt difficulties in judging the appropriateness of enriched contents and selecting proper topics for both students who had prior learning at a private academy and those who did not. For the assessment area, teachers went through difficulties in developing objective criteria to assess student performance, in grading unexpected descriptive answers with reliability, and in developing good items to discriminate various levels of abilities exhibited by individual students. For the research guidance area, teachers expressed difficulties in guiding students who did not follow teacher advices and students who did not understand recent theories related to their research themes and lack of research ideas. Other difficulties were also appeared. The major direction of ways to overcome difficulties seemed that teachers provide customized guidance and encouragement in consideration of individual students’ characteristics and make more efforts and time to improve their professionalism. In conclusions, in order to provide science gifted education in quality at a science gifted academy, it is necessary to explore in more details difficulties experienced by newly employed teachers and to more actively provide them with differentiated support to overcome difficulties.