교사의 실천적 교수지식 및 형성방안 = Teachers' practical knowledge on teaching and its implementing methods

다국어 초록 (Multilingual Abstract)

One of the critical issues in teacher education is teachers' knowledge and learning to teach. The purpose of this study was to explore the concept of practical knowledge on teaching, the different assumptions on teaching knowledge between researchers and teachers, and to articulate the methods of decreasing the gaps between educational theory and practice based on literature review and practical reasoning.
The findings of the study indicate that the gaps between theory and practice in teacher education are the result of researchers' negation on the differences of teachers' knowledge and it's acquisition method. It is also the result of neglect on the practical knowledge of teachers whilest emphasis on theoretical knowledge of researchers. Since teachers in the schools are hardly involve in the process of creation of practical knowledge, the teachers' works and life experiences cannot be explored properly in the academic world. And since the positivistic research paradigms were prevailed in the educational researches, it was impossible to be handle the micro world of teachers' life experience.
Thus, in order to decrease the gaps between theory and practice, it is suggested to transit the research paradigm to interpretive approach and to include educational practitioner in research activities. It is also necessary to conduct research on educational problems not only in the theoretical perspective but also in the practical frame of references. In order to focus more on practical knowledge, it is a sine qua none either to develop the inquiry suitable for teachers' perspective or to make teacher as a researcher involve in the construction of knowledge. Since those implementations give teachers opportunities of self-reflection, support for teachers' voice and research on life history of teachers are necessary.

국문 초록 (Abstract)

본 연구의 목적은 실천적 교수지식이 무엇이고, 교육연구자가 가지고 있는 교수지식과 교사가 가지고 있는 실천적 교수지식에 대한 가정이 어떻게 다른가를 알아 본 다음, 양자간 괴리를 극복하는 방법이 무엇인가를 규명하는데 있다. 문헌연구 및 연구자의 사변적 사유에 기초하여 교사교육에 있어서 이론과 실제 간 괴리의 원인과 극복방법을 모색하였다. 양자간 괴리는 연구자들이 교수지식과 지식 획득 방법의 차이를 인정하지 않고, 대학의 교육연구자들이 생성한 이론적 지식을 중시하는 대신 교사들이 가지고 있는 실천적 지식을 경시한 결과이자, 연구에서 교사를 제외한 결과이다. 그리고 연구 과정에서 교사의 일과 삶과 같은 주제가 다루어지지 않은 탓이기도 하고 연구방법이 실증주의 패러다임에 치중한 결과이다. 극복방법과 관련하여 연구패러다임을 해석적 관점으로 전환해야 하며 교육연구 집단에 교육실천가를 포함시켜야 하고 교육문제를 이론적 관점에서뿐만 아니라 실천적 관점에서도 연구해야 한다. 교사의 관점과 보다 더 일치하는 방법으로 탐구방법을 개발하거나, 교사가 연구자가 되어 교수에 대한 지식을 생성하는 일에 직접 동참하게 해야 한다. 교사의 목소리를 지원하고 생애사 연구를 통하여 자기 성찰의 기회를 제공해야 한다는 점도 강조되었다.

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