이 연구는 중등학교 교사들이 사용하는 교수행동 및 수업방법의 특징, 그리고 그것을 설명하는 주제를 탐색하였다. 교수이론과목을 수강하는 53명의 국어, 사회, 과학 교사의 수업비디오를 관찰한 결과, 도입, 전개, 정리단계에서 총 22개의 교수행동 범주가 발견되었다. 수업방법은 설명이 주를 이루지만, 축약된 직접교수법과 탐구학습, 변형된 탐구학습, 온전한 형태의 직접교수법, 기억법도 발견되었다. 교수행동과 수업방법의 수행은 효율적인 수업의 원리와는 거리가 있었으나, 갈등하고 노력하는 모습도 드러났다. 이런 수업모습을 설명하는 주제로 "진도의 확보", "내용 중심적인 수업", "교사중심의 수업"이 추론되었다. 각각의 교수행동은 이를 구현하는 구체적인 방법으로 해석되었다.

Human behaviors are affected by their contexts. Teaching behaviors and the methods used by the teachers are no exceptions. So, it is expected that Korean teachers will show unique teaching behaviors in Korean socio-cultural context. The Purpose of the study was to explore the characteristics of teaching behaviors and teaching methods adopted by the Korean secondary school teachers. Classroom teaching of 53 teachers(15 social studies teachers, 14 mathematics teachers, 14 science teachers, and 10 korean language teachers) was videotaped for an hour each. Teaching behavior categories were developed. Reliability for classifying teaching behaviors was .82. Teaching methods and its characteristics were identified from codified teaching behaviors. Major findings are as follows: 1. The most frequently used teaching method is direct instruction(90.6%). A few cases of "simplified" discovery learning and one case of mnemonics were found. Even the direct instruction was simplified. That is, one or more steps of direct instruction were dropped in the process. 2. Typical classroom teaching consists of review of previous lessons, goal introduction, teachers` explanation, review, and attempts to induce student participation such as having students read textbooks and questioning. Examples and practices were added in case of mathematics. The last teaching behavior is the review of the lesson. Many defects were found in performing each behavior. 3. Three themes that could explain unique teaching behaviors and methods were identified: "coverage oriented teaching", "teacher-centered teaching", and "content-oriented teaching". characteristics such as simplifying the procedures and deleting questions was interpreted as concrete tools for carrying out those themes. Bigger size sample and more rigid research design were suggested to test those hypotheses identified in this study.