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擔任敎師의 役割에 대한 初等學校 學生·學父母의 認識差異 比較 硏究 : 용인시 초등학교를 중심으로 원문보기

  • 저자

    염옥희

  • 학위수여기관

    水原大學校 敎育大學院

  • 학위구분

    국내석사

  • 학과

    敎育行政專攻

  • 지도교수

  • 발행년도

    1997

  • 총페이지

    iv, 98 p.

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T8953789&outLink=K  

  • 초록

    The purpose of this study was to serve as a basis for teachers' self-development and the effective implementation of their role, by making a comparative analysis over what difference there was between students and their parents in their opinion about elementary teacher's role. The research question posed in this study was how elementary students and their parents differed from each other in their cognition and expectation about teachers role. The detailed questions were posed as follows ; First, what difference was there between students and parents in their cognition about teacher's role in the aspect of personal characteristics ? Second, what difference was there between students and parents in their cognition about teacher's role in the aspect of study guidance ? Third, what difference was there between students and parents in their cognition about teacher's role in the aspect of guidance ? Fourth, what difference was there between students and parents in their cognition about teacher's role in the aspect of class management ? Fifth, what difference was there between students and parents in their cognition about teacher's role in the aspect of special activity guidance ? For addressing the above-mentioned research questions, what an ideal teacher was like was explored theoretically and conceptually, based upon former studies and literature data, to define teachers' characteristics, role, quality, and the concept of class teacher. After theoretical foundation was set up like this, a questionnaire survey was conducted to compare students' about teacher with parents' and to define what kind of teacher was actually required in our educational field, so that the result may be reflected in that. The subject in this study were 310 students and 310 parents at six elementary schools, with similar number of students and class, which were selected by random sampling from the city of Yongin. The questionnaires were distributed to them, and among the parents returned back, some papers showing unreliable or untrustworthy response were excluded. Thus, the questionnaire collected from 292 students and 298 parents were analyzed. To find if there was a significance difference between the groups, the collected data were processed by SPSS pc program to produce frequency, proportion, χ2 and significance p. The following findings were given from this study ; First, in the aspect of teacher's personal characteristics, both groups of students and parents appeared to prefer a teacher who was tender and warm-hearted. A teacher who was frugal, plain and of clean appearance in his or her thirties was most preferred. About teacher's gender, the most frequent response was that either would do. They pointed a teacher who got together with students well, as one they most liked. On the other hand, concerning teacher's attitude toward students. students preferred a teacher who treated them kindly and tenderly, while parents liked one who was impartial and treated everyone fairly. As a teacher whom they didn't like, students pointed one who got angry often, whereas parents pointed one whose speech didn't agree with behavior. This showed that two groups differed from each other in their opinion about teacher. Subsequently, teachers needed to have a tender and kind attitude toward students to open their mind and ensure their easy approach to them. Also, they was required to treat every student fairly and try to be plain but adorn themselves properly to keep a modernistic appearance, not being out of fashion. Moreover, they had to make a ceaseless effort to build up their character. Second, regarding study guidance domain among teacher's roles, all subjects most liked a teacher who appropriately set a task to students everyday and a teacher who had them finish a task after school in case they didn't it. For the number of conducting achievement evaluation, they wanted once a moth. This indicated that they wanted frequent evaluations even though that was a burden to them. About the way to guide students with the output of evaluation, students wanted an individual counseling through which they could be aware of, if their grade didn't come up to expectations, whereas parents wanted a guidance that mixed praise with reproof. As for study guidance, the two groups also showed different opinions. Students preferred a teacher whose instruction was easy to understand from start to finish, while parents most liked one who led instruction in a way to arouse interest. Accordingly, teachers had to help students understand what they were taught, considering individual variations, and needed to try to make an atmosphere in which their spontaneous participation could be encouraged. Also, it's necessary to set homework everyday in a way to supplement their defect in studying or enrich their learning. And, discreet and careful considerations must be given to processing the output of evaluation. Third, in respect to guidance domain among teacher's roles, all subjects most liked a teacher who praised students in front of people if they did a good work, and who made them aware of through individual counseling if they did wrong. One who treated them with warmth like parents when talked with them was preferred. Parents wanted to talk about taste or specific talents when they met with teacher. In counseling, using school letter to home was preferred as a partner with whom students wandted to share their troubles. Relatively, teachers were not much considered as the same partner. In the aspect of personality guidance. students most liked one who encouraged them to be healthy and kind-hearted, and parents most liked one who guided them to be an upright person who stood to reason. Thus, teachers had to talk with students frequently, sparing no praise rather than scolding, and needed to make them aware of their mistakes for themselves. The guidance should be done, focusing on developing a right personality and building up an open atmosphere. It shall be noted that teachers were at low ranking as the partner of counseling although they were an important element of every educational activity. So, teachers had to make an open atmosphere and try not to lose their reliability. Fourth, in the aspect of class management among teacher's roles, both gorups liked a teacher who operated class with student staffs in the center, and they wanted frequent meetings between parents and teachers to discuss various matters. About things involved in calss settings, students preferred things that served their taste activities, while parents liked things that served a course of study. As a way to construct the settings, however, both groups most liked what students participated in its planning and its implementation. On the other hand, the two groups showed different opinions about health guidance. Students wanted to be guided in every physical education class through a simple play, while parents liked a teacher who instructed to keep a clean body and clean surroundings. Consequently, teachers had to help students develop a democratic disposition, by properly reflection in class management students' claims presented in class meeting. In constructing class settings, they needed to harmoniously include both things that served students' taste and were useful to a course of study, according to both groups' wishes. Moreover, they had better work with students in designing class settings and its implementation. Teachers shall establish their own firm principles about class management. Fifth, in the aspect of special activity guidance among teacher's roles, both groups liked a teacher who strived to develope students' taste or special talent. Students preferred the field of physical education as an object of special activity to be instructed, while parents preferred the field of science. As a way to instruct special activity, students wanted for teacher to instruct the domain what they hoped for, whereas parents liked that instruction was given based upon individual competency. The two groups also expressed different thoughts about the operation of self-study time in the morning. Students most liked one who gave a freedom for students to do what they wanted during that time, but parents most disliked that type of teacher. What parents liked was a teacher who guided students to read many books. Thus, teachers needed to consider both demands from students and parents in guiding special activity and try to have the special activity contribute to attaining the object of education that developed a man of balanced character. Careful consideration must be given to finding and raising each student's hidden talent and skill. The above-mentioned findings showed that there were both similarities and differences in the preference about teacher's roles between students and teachers. Teachers were required to accept both requirements from students and parents, and to make a continuing effort to improving professional identification, keeping in mind that teachership was recognized as one of the professional jobs. They also were requested not only to give an education faithfully, with a thorough sense of duty, but also to manage their class, based upon fixed principles, in close cooperation with students' parents.


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