초등학교 교사의 교수․학습 신념과 구성주의적 학습 환경이 교사수업활동에 미치는 영향

Abstract

The purpose of this study was to investigate the effect of the elementary school teachers' beliefs of teaching/learning and constructivist learning environment on teachers' teaching activities. For this purpose, answers to questionnaires from 255 teachers, teaching in 25 elementary schools were used. The collected data were examined using correlation analysis and stepwise multiple regression analysis. The data analyses yielded the following results. First, teaching/learning beliefs, constructivist learning environment and teaching activities of elementary school teachers showed significant statistical correlation. This implies that a constructivist learning environment and constructivist teaching/learning beliefs can play prominent roles in the teaching activities, including planning, developing and evaluating lessons. Second, as a result of examining the relative influence of teaching/learning beliefs and constructivist learning environment on their teaching activities, it was found that 'negotiation relation with students' has the most influence, followed by 'critical voice acceptance’ and 'personal relevance'. This suggests that elementary school teachers need to create a psychological environment where their students are able to express their opinions on the learning process and participate in learning more actively and subjectively. The results of this study indicate that creating a constructivist learning environment where students are the subjects of learning is valuable. This implies that elementary school teachers should develop a constructivist classroom learning environment where they would allow their students to interact with them in an active and equal manner.

*Keywords: belief of teaching/learning, constructivist learning environment, teacher’s teaching activity.