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KMID : 1059520080520020169
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Journal of the Korean Chemical Society
2008 Volume.52 No. 2 p.169 ~ p.178
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The Relationship Between Science High School Teachers’ Beliefs of Gifted Education and Classroom Practices
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Noh Hee-Jin
Kim Dong-Uk
Paik Seoung-Hey
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Abstract
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This study investigated the relationship between science high school teachers’ beliefs of gifted education and classroom practices. The data of this case study were collected from three science teachers who worked in a science high school through qualitative research methods such as interviews and classroom observations. The other various data related to science high school management and the teachers’ teaching were collected and analyzed using the constant comparative method. The results of the study are as follows: the teacher of long period in-service experience in science high school had teacher-centered belief, and his classroom practices were matched with his beliefs. The teacher of short period in-service experience in science high school had student-centered belief, and her classroom practices were matched with her beliefs, also. The teacher of medium period in-service experience in science high school had student-centered belief, but her teacher-centered classroom practices were mismatched with her beliefs. From the results, it could conclude that school culture affects on teachers’ classroom practices stronger than beliefs. The longer career period of science high school changed easier teachers’ beliefs into knowledge education for university entrance examination removed from gifted education. To solve these problems, we suggest the needs of teacher education programs for science high school teachers.
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KEYWORD
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Teacher’s Belief, Classroom Practice, Science High School, School Culture, Education for the Gifted
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