이해중심교육과정의 적용 사례 고찰: 초등예비교사들을 중심으로 = Exploration of how elementary pre-service teachers understand and apply the concepts related to Understanding by Design in their unit development

다국어 초록 (Multilingual Abstract)

Understanding by Design (UbD) is gaining educators` attention and popularity in the United States as a new curriculum design model. Wiggins and McTighe criticize activity-oriented lessons and argue that we cannot plan how to teach until we know what we want our students to learn. In this curriculum design model, teachers identify desired learning results by unpacking big ideas from existing curriculum, develop various assessment tasks requiring students to apply concepts in new situations, and then plan lesson activities in a way supporting students to successfully complete the assessment tasks. In this study, I investigated how a group of elementary pre-service teachers developed understandings and applied the concepts related to UbD through their unit development. I evaluated their units based on a rubric and then administered a survey where they indicated how much they felt confident in their ability to use the UbD and its related concepts in their classroom. Study findings provide implications for how teacher education programs can strengthen instruction pertaining to UbD as well as how the national curriculum in Korea can be developed to reflect the key ideas of UbD to advocate teaching for understanding in classrooms.

참고문헌 (Reference)

1 Wiggins, G., "Understanding by design(2nd Ed.)" Association for Supervision and Curriculum Development 2005

2 Wiggins, G., "Understanding by design" Association for Supervision and Curriculum Development 1998

3 Virginia Department of Education, "Curriculum framework of standards of learning" Commonwealth of Virginia 2008

4 교육과학기술부, "2009 개정 교육과정" 교육과학기술부 2009