A Study on the Characteristics of ‘Good’ Instruction Which Elementary School Teachers consider in Lesson Planning (초등교사들이 교수-학습지도안 작성 시 고려하는 ‘좋은’ 수업 특성)

koh chang-gyu (고창규)

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.

KEYWORDS

Teacher's Knowledge, ‘Good Teaching’, Lesson Planning, Teacher-Student Interaction, Culture of Classroom Lesson, Improvement of Instruction, Supervision of Instruction

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