수업장학 실천을 위한 실행연구의 의미와 시사점

Abstract

Instructional supervision aims to improve classroom teaching quality and the quality of instruction. An important factor in instructional supervision is the classroom (on-the-spot teaching) and behavior directly related to the teacher. However, until now, most teachers have shown a tendency to have a strong negative perception of instructional supervision. In this context, action research methods can be an alternative for the meaningful implementation of instructional supervision. This is because action research is based on the participation of teachers who are involved in the field of research and from the perspective of the change and improvement of problems that teachers themselves care about, it is practical to explore useful countermeasures in line with the actual situation. Therefore, this paper aims to explore the meaning and implications of action research methods to improve the effectiveness of instructional supervision at the classroom level, focusing on the practical practice and approach of instructional supervision. To this end, this paper analyzes the concepts and methods of supervision, instructional supervision, and action research, and the emphasis of action research as opposed to traditional instructional supervision, and finally discussed the implications for the practice of instructional supervision.