ScholarWorks@숙명여자대학교

초록

This study examined differences in teacher collaboration and student-centered instruction between early-career and mid-career teachers, the effects of type-specific teacher collaboration on student-centered instruction, and the interaction of these effects with teacher career stages. Using data from the 1st to 3rd waves of the ‘Korean Teacher Longitudinal Study: Elementary School Teacher’, descriptive statistics, independent t-tests, and two-way fixed effects models were employed. Results showed that first, mid-career teachers participated more in teacher collaboration, but no career-stage differences were found in student-centered instruction. Both groups showed similar levels of teacher collaboration by type and student-centered instruction across measurement time points. Second, co-teaching had the strongest positive impact on student-centered instruction for both groups, while co-learning had the weakest. Third, the effect of teacher collaboration on student-centered instruction was smaller for mid-career teachers. This study highlighted the importance of fostering co-teaching which showed the strongest effects on student-centered instruction and providing support for teachers to participate in teacher collaboration by considering teachers’ developmental stages and needs.

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