Teacher Training Workshop for Student-centered Fieldwork and Changes in Teaching Practices

doi:10.17279/jkagee.2022.30.2.19

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2022 Vol.30, Issue 2 Preview Page Next Page

Research Article

Teacher Training Workshop for Student-centered Fieldwork and Changes in Teaching Practices 학습자 중심 지리답사를 위한 교사연수와 실천의 변화: 이종원
Jongwon Lee; 이화여자대학교 사회과교육과 교수

Professor, Department of Social Studies Education, Ewha Womans University

31 May 2022. pp. 19~32

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Abstract

The effects of participation in teacher training workshop for student-centered geography fieldwork on the participants’ fieldwork planning and practices were investigated. The workshop was structured to focus on understanding, experience, and design of student-centered geography fieldwork so that the participants could plan and practice student-centered geography fieldwork. After one year of the workshop, 6 out of 9 participating teachers practiced the fieldwork, showing differences from the geography fieldwork before the training in terms of emphasis on the preparation stage, inquiry questions and data collection, and various summarizing activities. Participants in the workshop reported the experiencing whole process of the student-centered fieldwork as a student, acquiring various ideas that can be used in the student-centered fieldwork, and changing their perception of the geography fieldwork through the training as key benefits of the workshop. The results of this study are important in that they show that teachers can change their geography fieldwork practices through a relatively short period of teacher training. In addition, it provides ideas about factors and approaches to consider when designing teacher training centering on content such as student-centered geography fieldwork.

Keywords

student-centered fieldwork

inquiry-based

teacher training workshop

학습자 중심 지리답사를 위한 교사연수의 참여가 참가자들의 지리답사 계획과 실천에 미치는 영향을 조사하였다. 교사연수는 학습자 중심 지리답사를 계획하고 실천할 수 있도록 학습자 중심 지리 답사에 대한 이해, 체험, 설계에 초점을 맞춰 구성되었으며, 참가자들이 적극적으로 참여하고 자신들의 지식을 구성할 수 있도록 워크숍 스타일로 진행되었다. 교사연수 1년 후 총 9명의 참여교사들 중 6명이 지리답사를 실천하였으며, 사전 준비단계의 강조, 탐구질문 및 데이터 수집 활용, 다양한 정리 활동 측면에서 연수 전 지리답사와 차이점을 나타냈다. 연수 참가자들은 학습자 중심 지리답사의 전 과정을 학생의 입장에서 실제로 참여해 본 경험, 학습자 중심 지리답사에서 활용 가능한 다양한 아이디어를 획득할 수 있었던 부분, 마지막으로 연수를 통해 지리답사에 대한 인식이 변화된 부분을 연수 참여의 효과로 꼽았다. 본 연구의 결과는 비교적 단기간의 교사연수를 통해 교사들의 답사 실천을 변화시킬 수 있다는 것을 보여주고 있다는 측면에서 중요하다. 더불어, 학습자 중심 지리답사와 같은 콘텐츠를 중심으로 교사연수를 설계할 때 고려해야 할 요소와 접근에 대한 아이디어를 제공해 주고 있다.

키워드

학습자 중심 지리답사

탐구기반

교사연수

References

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송언근, 2015, “지리 탐구적 답사를 위한 연수 과정의 구성 – 지리교사를 대상으로”, 한국지리환경교육학회지, 23(3), 71-86.
오선민·이종원, 2014, “중등학교 지리답사 연구 - 목적, 유형, 계획과 제약요소”, 한국지리환경교육학회지, 22(1), 111-130. 10.17279/jkagee.2014.22.1.111
이종원, 2016, “21세기 역량 개발을 위한 지리답사의 역할과 과제”, 한국지리환경교육학회지, 24(1), 99-117. 10.17279/jkagee.2016.24.1.99
이종원·오선민·최광희, 2017, “조사형 야외학습 프로그램의 개발과 교육적 효과 – 해안사구를 사례로”, 한국지리환경교육학회지, 25(2), 129-150. 10.17279/jkagee.2017.25.2.129
조헌·전보애, 2017, “STS교육의 통합적 접근을 위한 장소중심의 탐구형 야외조사학습 – 강릉 경포호를 사례로 한 교사연수 프로그램 개발과 적용”, 한국사진지리학회지, 27(4), 99-116. 10.35149/jakpg.2017.27.4.007
조헌·전보애·조대헌, 2018, “지리정보기술을 활용한 지역문제 탐구형 창의적 체험활동 프로그램의 개발과 적용 – 강릉 해안침식 문제를 중심으로”, 한국사진지리학회지, 28(2), 89-112. 10.35149/jakpg.2018.28.2.007
Ananiadou, K. and Claro, M., 2009, 21st Century Skills and Competences for New Millennium Learners in OECD Countries - OECD Education Working Papers, No. 41, Paris: OECD Publishing. http://dx.doi.org/ 10.1787/218525261154.
Bermingham, A., 2016, Investigating the extent to which student-led inquiry is supported by fieldwork booklet design, Geographical Education, 29, 33-39.
Bolster, A. S., 1983, Toward a more effective model of research on teaching, Harvard Educational Review, 53, 294-308. 10.17763/haer.53.3.0105420v41776340
Borko, H., Jacobs, J., Eiteljorg, E., and Pittman, M. E., 2008, Video as a tool for fostering productive discussions in mathematics professional development, Teaching and Teacher Education, 24(2), 417-436. 10.1016/j.tate.2006.11.012
Bradbeer, J., 1996, Problem‐based learning and fieldwork: A better method of preparation?, Journal of Geography in Higher Education, 20(1), 11-18. 10.1080/03098269608709340
Burn, M., 2018, Six strategies to improve teacher training workshops, Global Partnership for Education, https://www.globalpartnership.org/blog/six-strategies-improve-teacher-training-workshops
Capps, D. K. and Crawford, B. A., 2013, Inquiry-Based Professional Development: What does it take to support teachers in learning about inquiry and nature of science?, International Journal of Science Education, 35(12), 1947-1978. 10.1080/09500693.2012.760209
Chew, E., 2008, Views, values and perceptions in geographical fieldwork in Singapore schools, International Research in Geographical and Environmental Education, 17(4), 307-329. 10.1080/10382040802401565
Clarke, D. and Hollingsworth, H., 2002, Elaborating a model of teacher professional growth, Teaching and Teacher Education, 18(8), 947-967. 10.1016/S0742-051X(02)00053-7
Collins, L. and Mitchell, J. T., 2019, Teacher training in GIS: What is needed for long-term success?, International Research in Geographical and Environmental Education, 28(2), 118-135. 10.1080/10382046.2018.1497119
Desimone, L. M., 2009, Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures, Educational Researcher, 38(3), 181-199. 10.3102/0013189X08331140
Fullan, M. G. and Miles, M. B., 1992, Getting reform right: What works and what doesn’t, Phi Delta Kappan, 73(10), 745-752.
Guskey, T. R., 2002, Professional development and teacher change, Teachers and Teaching: Theory and Practice, 8(3/4), 381-391. 10.1080/135406002100000512
Higgitt, M., 1996, Addressing the new agenda for fieldwork in higher education, Journal of Geography in Higher Education, 20(3), 391-398. 10.1080/03098269608709382
Hovorka, A. J. and Wolf, P. A., 2009, Activating the classroom: Geographical fieldwork as pedagogical practice, Journal of Geography in Higher Education, 33(1), 89-102. 10.1080/03098260802276383
Jenkins, A., 1994, Thirteen ways of doing fieldwork with large classes/ more students, Journal of Geography in Higher Education, 18(2,) 143-154. 10.1080/03098269408709250
Kent, M., Gilbertson, D. D., and Hunt, C. O., 1997, Fieldwork in geography teaching: A critical review of the literature and approaches, Journal of Geography in Higher Education, 21(3), 313-332. 10.1080/03098269708725439
Lambert, D. and Reiss, M. J., 2016, The place of fieldwork in geography, Geography, 101(1), 28-34. 10.1080/00167487.2016.12093980
Lee, J. and Butt, G., 2014, The reform of national geography standards in South Korea - Trends, challenges, and responses, International Research in Geographical and Environmental Education, 23(1), 13-24. 10.1080/10382046.2013.858404
Loucks-Horsley, Stiles, K. E., Mundry, S., Love, N., and Hewson, P. W., 2010, Designing professional development for teachers of science and mathematics, Thousand Oaks: Corwin Press. 10.4135/9781452219103
Martin, T. S. and Gonzalez, G. 2017, Teacher perceptions about value and influence of professional development, Galindo, E., and Newton, J., (Eds.). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators. 447-454.
McEwan, L. and Harris, F., 1996, The undergraduate geography fieldwork: Challenges and changes, Journal of Geography in Higher Education, 20(3), 411-421. 10.1080/03098269608709384
Munday, P., 2008, Teacher perceptions of the role and value of excursions in years 7-10 geography education in Victoria, Australia, Journal of Geography in Higher Education, 17(2), 146-169. 10.1080/10382040802148638
Oost, K., De Vries, B., and Van der Schee, J., 2011, Enquiry-driven fieldwork as a rich and powerful teaching strategy - school practices in secondary geography education in the Netherlands, International Research in Geographical and Environmental Education, 20(4), 309-325. 10.1080/10382046.2011.619808
Pawson, E. and Teather, E. K., 2002, ‘Geographical expeditions’: Assessing the benefits of a student-driven fieldwork method, Journal of Geography in Higher Education, 26(3), 275-289. 10.1080/0309826022000019864
Raath, S. and Golightly, A., 2017, Geography education students’ experiences with a problem-based learning fieldwork activity, Journal of Geography, 116(5), 217-225. 10.1080/00221341.2016.1264059
Remmen, K. B. and FrØyland, M., 2015, Supporting student learning processes during preparation, fieldwork and follow-up work: Examples from upper secondary school in Norway, Nordic Studies in Science Education, 11(1), 118-134. 10.5617/nordina.908
Roberts, M., 2013, Geography through enquiry: Approaches to teaching and learning in the secondary school, Sheffield, UK: Geographical Association.
Seow, T., Chang, J., and Irvine, K. N., 2019. Field-based inquiry as a signature pedagogy for geography in Singapore, Journal of Geography, 118(6), 227-237. 10.1080/00221341.2018.1561740
Shriner, M, Schlee, B., Hamil, M., and Liblet, R., 2009, Creating teachers’ perceptual, behavioral, and attitudinal change using professional development workshops, Teacher Development, 13(2), 125-134. 10.1080/13664530903043947
Tan, G. C. I., 2017. Reconceptualising experiential learning in the pre-service geography fieldwork module, Tan, O., Liu, W., and Low, E. (Eds.), Teacher education in the 21st century: Singapore’s evolution and innovation, Singapore: Springer, 155-171. 10.1007/978-981-10-3386-5_9

Information

Publisher :The Korean Association Of Geographic And Environmental Education
Publisher(Ko) :한국지리환경교육학회
Journal Title :The Journal of The Korean Association of Geographic and Environmental Education
Journal Title(Ko) :한국지리환경교육학회지
Volume : 30
No :2
Pages :19~32
DOI :https://doi.org/10.17279/jkagee.2022.30.2.19

[1] 류수연·이종원, 2017, “초등교사들은 현장체험학습을 어떻게 계획하고 실천하는가?”, 한국지리환경교육학회지, 25(2), 59-74. 10.17279/jkagee.2017.25.2.59

[2] 송언근, 2015, “지리 탐구적 답사를 위한 연수 과정의 구성 – 지리교사를 대상으로”, 한국지리환경교육학회지, 23(3), 71-86.

[3] 오선민·이종원, 2014, “중등학교 지리답사 연구 - 목적, 유형, 계획과 제약요소”, 한국지리환경교육학회지, 22(1), 111-130. 10.17279/jkagee.2014.22.1.111

[4] 이종원, 2016, “21세기 역량 개발을 위한 지리답사의 역할과 과제”, 한국지리환경교육학회지, 24(1), 99-117. 10.17279/jkagee.2016.24.1.99

[5] 이종원·오선민·최광희, 2017, “조사형 야외학습 프로그램의 개발과 교육적 효과 – 해안사구를 사례로”, 한국지리환경교육학회지, 25(2), 129-150. 10.17279/jkagee.2017.25.2.129

[6] 조헌·전보애, 2017, “STS교육의 통합적 접근을 위한 장소중심의 탐구형 야외조사학습 – 강릉 경포호를 사례로 한 교사연수 프로그램 개발과 적용”, 한국사진지리학회지, 27(4), 99-116. 10.35149/jakpg.2017.27.4.007

[7] 조헌·전보애·조대헌, 2018, “지리정보기술을 활용한 지역문제 탐구형 창의적 체험활동 프로그램의 개발과 적용 – 강릉 해안침식 문제를 중심으로”, 한국사진지리학회지, 28(2), 89-112. 10.35149/jakpg.2018.28.2.007

[8] Ananiadou, K. and Claro, M., 2009, 21st Century Skills and Competences for New Millennium Learners in OECD Countries - OECD Education Working Papers, No. 41, Paris: OECD Publishing. http://dx.doi.org/ 10.1787/218525261154.

[9] Bermingham, A., 2016, Investigating the extent to which student-led inquiry is supported by fieldwork booklet design, Geographical Education, 29, 33-39.

[10] Bolster, A. S., 1983, Toward a more effective model of research on teaching, Harvard Educational Review, 53, 294-308. 10.17763/haer.53.3.0105420v41776340

[11] Borko, H., Jacobs, J., Eiteljorg, E., and Pittman, M. E., 2008, Video as a tool for fostering productive discussions in mathematics professional development, Teaching and Teacher Education, 24(2), 417-436. 10.1016/j.tate.2006.11.012

[12] Bradbeer, J., 1996, Problem‐based learning and fieldwork: A better method of preparation?, Journal of Geography in Higher Education, 20(1), 11-18. 10.1080/03098269608709340

[13] Burn, M., 2018, Six strategies to improve teacher training workshops, Global Partnership for Education, https://www.globalpartnership.org/blog/six-strategies-improve-teacher-training-workshops

[14] Capps, D. K. and Crawford, B. A., 2013, Inquiry-Based Professional Development: What does it take to support teachers in learning about inquiry and nature of science?, International Journal of Science Education, 35(12), 1947-1978. 10.1080/09500693.2012.760209

[15] Chew, E., 2008, Views, values and perceptions in geographical fieldwork in Singapore schools, International Research in Geographical and Environmental Education, 17(4), 307-329. 10.1080/10382040802401565

[16] Clarke, D. and Hollingsworth, H., 2002, Elaborating a model of teacher professional growth, Teaching and Teacher Education, 18(8), 947-967. 10.1016/S0742-051X(02)00053-7

[17] Collins, L. and Mitchell, J. T., 2019, Teacher training in GIS: What is needed for long-term success?, International Research in Geographical and Environmental Education, 28(2), 118-135. 10.1080/10382046.2018.1497119

[18] Desimone, L. M., 2009, Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures, Educational Researcher, 38(3), 181-199. 10.3102/0013189X08331140

[19] Fullan, M. G. and Miles, M. B., 1992, Getting reform right: What works and what doesn’t, Phi Delta Kappan, 73(10), 745-752.

[20] Guskey, T. R., 2002, Professional development and teacher change, Teachers and Teaching: Theory and Practice, 8(3/4), 381-391. 10.1080/135406002100000512

[21] Higgitt, M., 1996, Addressing the new agenda for fieldwork in higher education, Journal of Geography in Higher Education, 20(3), 391-398. 10.1080/03098269608709382

[22] Hovorka, A. J. and Wolf, P. A., 2009, Activating the classroom: Geographical fieldwork as pedagogical practice, Journal of Geography in Higher Education, 33(1), 89-102. 10.1080/03098260802276383

[23] Jenkins, A., 1994, Thirteen ways of doing fieldwork with large classes/ more students, Journal of Geography in Higher Education, 18(2,) 143-154. 10.1080/03098269408709250

[24] Kent, M., Gilbertson, D. D., and Hunt, C. O., 1997, Fieldwork in geography teaching: A critical review of the literature and approaches, Journal of Geography in Higher Education, 21(3), 313-332. 10.1080/03098269708725439

[25] Lambert, D. and Reiss, M. J., 2016, The place of fieldwork in geography, Geography, 101(1), 28-34. 10.1080/00167487.2016.12093980

[26] Lee, J. and Butt, G., 2014, The reform of national geography standards in South Korea - Trends, challenges, and responses, International Research in Geographical and Environmental Education, 23(1), 13-24. 10.1080/10382046.2013.858404

[27] Loucks-Horsley, Stiles, K. E., Mundry, S., Love, N., and Hewson, P. W., 2010, Designing professional development for teachers of science and mathematics, Thousand Oaks: Corwin Press. 10.4135/9781452219103

[28] Martin, T. S. and Gonzalez, G. 2017, Teacher perceptions about value and influence of professional development, Galindo, E., and Newton, J., (Eds.). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators. 447-454.

[29] McEwan, L. and Harris, F., 1996, The undergraduate geography fieldwork: Challenges and changes, Journal of Geography in Higher Education, 20(3), 411-421. 10.1080/03098269608709384

[30] Munday, P., 2008, Teacher perceptions of the role and value of excursions in years 7-10 geography education in Victoria, Australia, Journal of Geography in Higher Education, 17(2), 146-169. 10.1080/10382040802148638

[31] Oost, K., De Vries, B., and Van der Schee, J., 2011, Enquiry-driven fieldwork as a rich and powerful teaching strategy - school practices in secondary geography education in the Netherlands, International Research in Geographical and Environmental Education, 20(4), 309-325. 10.1080/10382046.2011.619808

[32] Pawson, E. and Teather, E. K., 2002, ‘Geographical expeditions’: Assessing the benefits of a student-driven fieldwork method, Journal of Geography in Higher Education, 26(3), 275-289. 10.1080/0309826022000019864

[33] Raath, S. and Golightly, A., 2017, Geography education students’ experiences with a problem-based learning fieldwork activity, Journal of Geography, 116(5), 217-225. 10.1080/00221341.2016.1264059

[34] Remmen, K. B. and FrØyland, M., 2015, Supporting student learning processes during preparation, fieldwork and follow-up work: Examples from upper secondary school in Norway, Nordic Studies in Science Education, 11(1), 118-134. 10.5617/nordina.908

[35] Roberts, M., 2013, Geography through enquiry: Approaches to teaching and learning in the secondary school, Sheffield, UK: Geographical Association.

[36] Seow, T., Chang, J., and Irvine, K. N., 2019. Field-based inquiry as a signature pedagogy for geography in Singapore, Journal of Geography, 118(6), 227-237. 10.1080/00221341.2018.1561740

[37] Shriner, M, Schlee, B., Hamil, M., and Liblet, R., 2009, Creating teachers’ perceptual, behavioral, and attitudinal change using professional development workshops, Teacher Development, 13(2), 125-134. 10.1080/13664530903043947

[38] Tan, G. C. I., 2017. Reconceptualising experiential learning in the pre-service geography fieldwork module, Tan, O., Liu, W., and Low, E. (Eds.), Teacher education in the 21st century: Singapore’s evolution and innovation, Singapore: Springer, 155-171. 10.1007/978-981-10-3386-5_9

The Journal of The Korean Association of Geographic and Environmental Education ISSN:1226-511X(Print) 2586-5641(Online) 한국지리환경교육학회지

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