교사의 사고과정의 성격과 근거 = The Nature of Teachers' Thinking Processes and the Knowledge Base for Teaching

다국어 초록 (Multilingual Abstract)

This paper is an attempt to illustrate the processes of practical reasoning when teachers solve the practical problems, based on teachers` personal practical knowledge. Curriculum problems are practical prblems about choice about action, about what is to be done. For practical problems, the subject matter is assumed to be indefinitely changing from situation to situation as the conditions change. They are value questions since they involve judgments about what should be done. Practical reasoning is a strategy to respond to practical problems. Practical reasoning provides justifications for actions in those practical endeavours wherein exact knowledge did not seem possible. And it may be used to promote reflective practice and thus to improve teaching. Teachers have a special form of knowledge that arises from practice and develop a set of meanings and patterns for thought and action. The knowledge that teachers have about educational practice has the enormous potential power to inform practice. In short, the way teachers understand their world affects the way they structure classroom experience and interact with their students. To argue these points, this paper organized into three parts. The first section sets forth how the work on teacher-thinking has been evolved. Next, it is presented the nature of teachers` thinking processes and the relationship between teachr thought and pedagogical action. The final section illustrates what the sources and contents of the experienced teachers` presonal practical knowledge are. But we are still for from understanding what a language of practice is like and how teachers represent and utilize practical knowledge. Therefore, it is necessary to collcet, collate, and interpret the teachers` wisdom-of-practice through cases of the teacher` pedagogical reasoning and action.