사회과 수업전문성을 위한 PCK = PCK of the Teaching Professionalism for Social Studies Teachers

다국어 초록 (Multilingual Abstract)

This thesis began with the fundamental question as to where the teaching professionalism of the social studies teachers lies. It sought to explore what kind of knowledge the social studies teachers bring to the class of social studies, how such knowledge was formed and what efforts must be put in to develop those knowledge. As a result, it was found that the key to the teaching professionalism for social studies teachers was in pedagogical content knowledge(PCK) As a result, it clarified that the key of the teaching professionalism in teachers is the pedagogical content knowledge, presented with combined content knowledge in social studies and pedagogical knowledge required for teaching the content knowledge.
Moreover, the teachers themselves must become the reflective practitioner in order to increase pedagogical content knowledge in social studies which is the subject expertise for social studies teachers. The study has also maintained that the improvement in lessons by implementing the peer supervision through the instructional consulting.
This thesis concretized the concept of pedagogical content knowledge which is the subject expertise for the teachers based on the argument by Shulman and discussed it in relation to the social studies. In the thesis, pedagogical content knowledge can be considered as the intersection of content knowledge, pedagogical knowledge and knowledge of context and also as another level of knowledge. It can be concluded that PCK refers to the comprehensive practical knowledge of the teachers with respect to the teaching method to promote the students’ understanding for the given contents.
The professional knowledge pertinent to the social studies teachers were divided into content knowledge in social studies, pedagogical knowledge, knowledge of context and pedagogical content knowledge in social studies, which is the comprehensive practical knowledge for examination.
First, content knowledge in social studies includes the understanding of various traditions of the social studies under the goal of civic education, becoming fully aware of the course’s fundamental concepts and generalizations with the thoughts and functions of social sciences and the knowledge to apply these to daily lives and social issues.
Second, as for pedagogical knowledge required for the social studies teacher, they need to be able to understand and use the concept learning, which is the representative method teaching the knowledge, functions, and values and attitudes constituting the contents of social studies such as concept learning, generalization learning, inquiry learning, value learning, decision-making and debate lessons. Furthermore, they are required to understand and utilize the general methods that can be applied appropriately in the social studies including NIE, web-based lessons, simulation learning and cooperative learning while understanding applying the assessment method to be used in social studies.
Third, knowledge of context was divided into students’ knowledge understanding lesson background knowledge to be examined. Students’ knowledge understanding refers to the knowledge including includes the cognitive level of the students, their grasp of misconceptions and difficult concepts, motivation and their beliefs about the social studies learning.
In addition, lesson background knowledge signifies the knowledge including the time and spatial background, social, physical and institutional environment, the atmosphere in school and between peer teachers, the size and characteristics of lesson groups, the use of resources and time allotment.
Fourth, for pedagogical knowledge in social studies, subject content knowledge, pedagogical knowledge and the knowledge of contest constitutes the objective and contents for social studies, methods for teaching and learning, assessment, understanding of students and lesson background knowledge. Simultaneously the pedagogical knowledge is the practical knowledge combined with such elements organically.
Teaching can be quite taxing. However, the problem lies in that the majority of teachers, after the pile up of other priorities such as administrative works, behavior guidance and poor educational environment, ended up teaching without studying for the contents to be taught. In order to resolve such issues and increase the pedagogical content knowledge which indicates the teaching professionalism, this researcher has previously examined the measures for improvement such as the teacher as a reflective practitioner and instructional consulting.
First, the most important factor for the improvement in teaching professionalism in teachers is the ‘the process of reflective practice’. Through reflective practice, the social studies teachers can strengthen their capacity as the subject experts in his or her own class, becoming the teacher who conducts the lessons of excellent quality.
Second, the instructional consulting must be further stressed. The task of presenting pedagogical content knowledge, the key elements for teaching professionalism in teachers is only possible through the personal reflection and instructional consulting between the peer teachers. The significance of the instructional consulting is emphasized in that it could contribute to minimizing the errors which could incur from the reflective instruction on the personal level by the teacher and improving the lessons based on the contextual situation and the diversity of the class.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 목적 및 필요성 1
• 2. 연구의 범위와 방법 5
• Ⅱ. 이론적 배경 6
• 1. 수업전문성과 PCK 6
• 2. Shulman의 PCK 9
• 3. Shulman의 PCK와 Grossman의 견해 비교 18
• 4. 교사전문지식과 PCK의 관계 21
• 5. PCK의 특징 24
• Ⅲ. 사회과의 수업전문성을 위한 PCK 논의 28
• 1. 사회과 내용지식(CK) 28
• 2. 교수법 지식(PK) 37
• 3. 상황지식 42
• 4. 사회과 PCK 44
• Ⅳ. 수업전문성을 위한 PCK 제고 방안 모색 47
• 1. 반성적 실천가로서의 교사 47
• 2. 수업컨설팅 53
• Ⅴ. 결론 58
• 참고문헌 62
• ABSTRACT 65