수업 철학과 실천을 일치시키기 위한 한 과학영재학교 물리교사의 셀프스터디

This study is a self-study of a physics teacher who transitioned from a public middle school to a gifted school, facing challenges in lesson design and practice while redefining his teaching identity. In middle school, I pursued learner-centered teaching, but in the gifted school, I relied on structured, lecture-based lessons due to the students' advanced levels and complex content, causing confusion and frustration. (In this study, 'I' refers to the first author.) For a year, I engaged in critical self-reflection and discussions with colleague to answer questions like, “What classes do I want to practice at the science school for gifted students?” and “How can I align my teaching beliefs with my practice at the gifted school?” Through the self-study process, reflecting on my educational beliefs and conducting critical discussions with colleague helped resolve my confusion and identify learner-centered teaching approaches suitable for the gifted school. This experience clarified my goal of designing and practicing effective instruction aligned with my teaching philosophy and growing as a physics teacher for gifted students.