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A Study on the Characteristics of ‘Good’ Instruction Which Elementary School Teachers consider in Lesson Planning

  • 인문논총
  • 2013, 31(), pp.183-213
  • Publisher : Institute for Human studies, Kyungnam University
  • Research Area : Humanities > Other Humanities
  • Published : June 30, 2013

koh chang-gyu 1

1경남대학교

Accredited

ABSTRACT

This article identifies elementary school teachers' perspectives about ‘good’ instruction found in lesson planning in order to explore the reason why there are differences between ‘good’ instruction outside classroom valuing student's inquiring process and actual instruction in classroom. The participants were seven elementary school teachers. Data were gathered through free description on points to be duly considered in lesson planning. The results showed that ‘good’ instructions considered by elementary school teachers were student-centered instruction valuing self-directed learning, cooperative learning, level learning, and creative learning, and process-centered instruction. If so, the reason why actual instructions were changed into result-centered instructions by teachers can be explained by teachers' optimized behaviors. In addition, This article tried to explain the above reason from the point of view that the difference between instructions outside and inside classroom was due to the failure that teachers could not concretize ‘good’ instruction planned by teachers in the actual instruction context of teacherstudents interaction.

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