수업전문성 지향 교사협력활동의 측정도구 개발

초록

The study was conducted for the purpose of developing the questionnaire of teacher collaboration activities leading to teaching professional. Total 1,030 subjects in the sample of this study were divided into two groups. The first group data of 515 subjects were used to establish a measurement model and the other data were used to conduct a confirmatory factor analysis. This study showed two main results. First, 4 measuring factors including teaching information-sharing activity, team learning activity, class participation and observation activity, positive change related to teaching were confirmed from an exploratory factor analysis. As a hypothesis model, the four factor model was tested in this study, in which the reliability coefficient of each factor was appropriate. Second, as a result of confirmatory factor analysis, the secondary school teachers showed appropriate fits on the hypothesis model, which functions as evidence for a cross-validity. This study has a theoretical meaning in that it derives the causal factors of teacher collaboration leading to teaching professional. Also, it is important that this study provides understandings on the perceptions of secondary school teachers regarding their collaboration activities leading to professional development. The result of this study contributes to obtain an empirical evidence to make policy decisions for school change.

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