협력적 설계가로서 사회과교사 전문성 개발을 위한 패러다임 모색 = In Search of Paradigms for Developing Professionalism for Social Studies Teachers as Cooperative Designers

다국어 초록 (Multilingual Abstract)

In Search of Paradigms for Developing Professionalism for Social Studies Teachers as Cooperative Designers
Sunmee Park
Inha University

This study explores the meaning of professionalism for social studies teachers and examines different methods for developing professionalism by reviewing existing literature on teachers' professionalism and analyzing model classes that three pre-teachers designed and implemented. This study finds that, according to pre-teachers experiences, current teacher training program based on technical rationality is not conducive to effective development of professionalism. Also, this study identifies a range of professional knowledge that social studies teachers should have, based on Shulman's discussion on the teachers' professionalism and pre-teachers' experiences. A related finding is that Schön's research on the paradigm for developing teachers' professionalism is irrelevant in the context of teachers' professionalism. Finally, this study suggests a kind of cooperative knowledge community between teachers in class design and implementation, which might be useful in increasing external validity of individual tacit knowledge.

국문 초록 (Abstract)

본 연구는 교사 전문성의 패러다임을 검토하고 교육실습에 참여한 세 명의 사회과 예비교사의 협력적 수업 설계 및 실행 과정을 중심으로 현대 사회에서 요구하는 교사 전문성의 의미를 탐색하며, 그 개발 방법을 살펴보았다. 연구 내용을 정리하면 다음과 같다. 첫째, 교육실습을 다녀온 예비교사의 경험담을 통하여 기술적 합리성에 근거한 교사교육 프로그램의 전문성 개발에 있어서의 한계를 제시한다. 둘째, Shulman이 유형화한 교사의 전문적 지식을 예비교사가 행한 수업을 통하여 구체적으로 확인한다. 셋째, 교사 전문성 개발을 위한 패러다임으로써 Schn 연구의 한계를 분석한다. 넷째, 개인 수준에서 형성한 암묵적 지식의 외적 타당성을 확보하기 위하여 수업설계와 실행과정에서 동료 교사간 협력적 지식 공동체 구성을 제안한다.

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