신임 과학교사의 교과교육학 지식(PCK)의 발달에 관한 사례 연구 = Two case studies of the development of beginning science teachers' pedagogical content knowledge

다국어 초록 (Multilingual Abstract)

This study dealt with two case studies of the development of beginning science teachers' pedagogical content knowledge(PCK). This study was grounded that teachers' thinking and classroom behavior are related to each other in a reciprocal way. Teachers' PCK influences their teaching practice, while in a reverse way teaching activity influences teachers' practical knowledge.
Two beginning science teachers participated in this study. Data collection consisted of classroom observation, interviews, reflective journals and lesson plans. For data analysis we conceptualized PCK for science teaching as consisting of four components; (a) knowledge of science matter, (b) knowledge of students' understanding of science, (c) knowledge of instructional strategies for teaching science, (d) knowledge of assessment in science.
The outcomes of this study revealed that there was large gap between beginning science teachers' recognition for teaching science and their practice since they couldn't integrate their knowledge base for teaching which acquired in teacher education.
Through one year teaching experience two beginning science teachers made meaningful changes of their PCK. Considering complexity of teaching practice, a mount of factors could take part in teachers' changes, but in this study major factors of changes were shown such as teaching experience, reflective thinking about their practice, interaction with colleagues, and participation of workshop from qualitative analysis.
Two beginning teachers had the opportunity to reflect on their practice through interviews and reporting journals about their own classes. According to previous studies teachers' reflection on experience is crucial to foster the development of PCK. So the same result were shown in this study. One beginning science teacher who had more active interaction with colleagues and had experience of participation of workshop made more development of PCK than the other beginning science teacher who didn't. During active interaction with colleagues and participation of workshop beginning science teachers learned much more practical knowledge which were applicable to their class.
To give beginning teachers more opportunity to integrate their knowledge base for teaching we propose that they need to be involved in a real teaching situation at school-based than university-based. From this point of view we propose that teacher preparation program needs to design curriculum to integrate between student teachers' knowledge and practice. To communicate experienced teachers' PCK to beginning science teachers they need to take part in a systematic and effective mentoring program.

목차 (Table of Contents)

• Ⅰ. 서 론
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 6
• Ⅱ. 이론적 배경
• 1. 교과교육학 지식(PCK)의 정의 7
• 2. 교과교육학 지식(PCK)의 구성요소 13
• 가. 교과내용에 관한 지식 14
• 나. 학생들의 이해에 관한 지식 15
• 다. 교수방법에 관한 지식 15
• 라. 평가에 관한 지식 16
• 3. 교과교육학 지식(PCK)의 발달 17
• 4. 반성적 사고 20
• 5. 선행 연구 고찰 22
• 가. 과학교사가 지닌 지식의 특성에 관한 연구 22
• 나. 예비교사와 신임교사의 PCK 발달과 발달요인을 분석한 연구 23
• 다. 현직교사의 PCK 발달에 관한 연구 27
• 라. 교직경력에 따른 PCK 발달에 관한 연구 30
• 마. PCK의 정의와 탐색에 관한 연구 33
• Ⅲ. 연구 절차 및 방법
• 1. 연구 절차 35
• 2. 연구 방법 36
• 가. 연구 참여자 36
• 1) 교사K의 배경 36
• 2) 교사S의 배경 37
• 나. 사례 연구 38
• 다. 자료 수집 39
• 1) 심층면담 40
• 2) 수업관찰 55
• 3) 반성적 보고서 57
• 4) 수업지도계획안 58
• 라. 분석 준거 59
• 마. 자료 분석 61
• Ⅳ. 연구 결과 및 논의 63
• 1. 교사K의 교과교육학 지식 구성 및 변화
• 가. 교과내용에 관한 지식 64
• 1) 과학교과내용 지식 65
• 2) 교육과정 지식 73
• 나. 학생들의 이해에 관한 지식 77
• 1) 학생들의 동기유발 77
• 2) 학생들의 특정 개념이해 82
• 3) 학생들의 이해를 위한 수업 구성 88
• 다. 교수방법에 관한 지식 91
• 1) 교과교육학 지식 적용 91
• 2) 수업활동 구성 92
• 3) 학습목표 인식 100
• 라. 평가에 관한 지식 103
• 1) 평가의 목적 103
• 2) 평가의 방법 105
• 3) 평가의 영역 108
• 2. 교사S의 교과교육학 지식 구성 및 변화
• 가. 교과내용에 관한 지식 109
• 1) 과학교육 목표 110
• 2) 과학교과내용 지식 114
• 3) 교육과정 지식 117
• 나. 학생들의 이해에 관한 지식 120
• 1) 학생들의 성취수준 120
• 2) 학생들의 특정 개념이해 122
• 3) 오개념 파악 126
• 다. 교수방법에 관한 지식 127
• 1) 교과교육학 지식 적용 127
• 2) 수업활동 구성 131
• 3) 학습자료의 선정 및 제시 135
• 라. 평가에 관한 지식 142
• 1) 평가의 목적 142
• 2) 평가의 방법 144
• 3) 평가의 영역 147
• 3. 신임 과학교사들의 교과교육학 지식 변화요인 148
• 가. 교사K의 교과교육학 지식 변화요인 148
• 나. 교사S의 교과교육학 지식 변화요인 152
• Ⅴ. 요약
• 1. 교사K의 교과교육학 지식 구성 및 변화 156
• 2. 교사S의 교과교육학 지식 구성 및 변화 159
• 3. 신임 과학교사들의 교과교육학 지식 변화요인 163
• Ⅵ. 결론 및 제언 165
• Ⅶ. 참고문헌 171
• ABSTRACT 183

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