생물다양성 수업의 사례를 통해 본 현직 초등교사의 행위주체성 탐색
Exploring In-Service Elementary School Teachers’ Agency through the Cases of Biodiversity Education
- 발행
- 2024 등록KCI API에는 발행일 항목이 없어 원문 등록일을 쓰고 있습니다. 실측으로 발행보다 최대 6년 늦습니다 — 재수집하면 발행연월로 바뀝니다.
- 소속·발행
- 서울대학교 교육종합연구원;대전과학고등학교
- 출처
- 국내 KCI
- DOI
- 10.15717/bioedu.2024.52.1.134
- 원문
- 원문 보기 ↗
개념
키워드
agency, biodiversity education, practice, perception, elementary school teacher, agency, biodiversity education, practice, perception, elementary school teacher
초록
This study explored elementary school teachers’ agentic practice and perception in biodiversity education. In a qualitative case study, we intentionally sampled research participants who were actively engaged in biodiversity education and conducted semi-structured, in-depth interviews with them to collect data. The interviews covered research participants’ teaching episodes on biodiversity, their perceptions of biodiversity education, and their history of educational practice. All interviews were recorded and transcribed for analysis. The data analysis included within-case and cross-case analyses. First, we inductively extracted keywords from the qualitative data and categorized them into groups related to the teachers’ practices and perceptions of biodiversity education. Then, we compared the results of the cases to one another. The findings revealed three agentic practices of biodiversity education: teachers’ agentic learning before the agentic teaching of biodiversity, biodiversity education focused on species diversity, and curriculum reorganization for better teaching. We also captured two common perceptions of teachers, which can be summarized as the importance of biodiversit