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    사회과 교사의 내용교수지식 형성 전략에 관한 연구 = Study on Social Studies Teachers' PCK Formation Strategy

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    https://www.riss.kr/link?id=T13390248

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    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

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    한국어
    The purpose of this study is to determine the formation structure and category of PCK(Pedagogical Content Knowledge) as social studies teachers' professionalism of social studies instruction, and on the basis of this, to deduce their formation of pedagogical content knowledge strategy. To achieve this, depth interviews are given to 20 social studies teachers teaching in middle or high school, and the collected data are analyzed by Strauss and Corbin's grounded theory. In addition to this, the content identified by grounded theory are made into questionnaires, which are conducted to 254 social studies teachers all over the country and are analysed by SPSS 18.0K program.
    By the result of the open coding of grounded theory, 77 concepts, 36 sub-categories, and 16 categories are deduced, and the result of the axial coding, the paradigm of social studies teachers' pedagogical content knowledge formation structure are made. The causality condition forming pedagogical content knowledge is self-reflection and the stimulus of external surroundings. Next, central phenomenon forming pedagogical content knowledge is profound content knowledge, application of teaching method, understanding learners, and consensus of content and teaching method. The contextual condition that denotes the situation which is helpful for pedagogical content knowledge formation is pre-teacher education, individual peculiarities assistive for studies teachers, school and classroom condition, and the status of social education. The terms of arbitration which intervene(facilitate or impede) social studies teachers' pedagogical content knowledge formation are the belief in good teaching, that is, the purpose of social studies teachers. Action and interaction strategy for leading pedagogical content knowledge formation are development through teaching performance, that is, reflection on teaching, and the result is successful social studies teaching and feeling after teaching.
    As the result of selective coding of grounded theory, pedagogical content knowledge formation through reflection on teaching is drawn, which means social studies teachers' pedagogical content knowledge is never fixed or static, for the reason, social studies teachers' endless practice and reflection are needed.
    In this process, the social studies teachers' pedagogical content knowledge formation types are drawn according to teachers' circumstance and context : representation type, positive improvement type, passive improvement type, limited improvement type, and complacent type. First, representation type teachers can make harmony with content knowledge, teaching method knowledge, learner understanding knowledge, and context knowledge, and this can result in their own pedagogical content knowledge. Next, positive improvement type, passive improvement type, and limited improvement type teachers think teaching surroundings negative, and are lacking some of content knowledge, teaching method knowledge, learner understanding knowledge, but are eager to do self-reflection. Complacent type teachers are lacking some of content knowledge, teaching method knowledge, learner understanding knowledge, but although they think teaching surroundings positive, their self-reflection is not enough. Among 5 types teachers, the most idealistic and harmonious type is representation type, and positive improvement type, passive improvement type, limited improvement type, and complacent type follow behind in turn.
    Demographic differences have influences on the formation aspect of pedagogical content knowledge. This study consider gender, teaching career, major, educational background, and school level.
    In gender differences, female teachers tend to be easily affected by surroundings, do active self-reflection, and try hard compared to male teachers, which is fundamental gender-based difference rather than difference in pedagogical content knowledge. In teaching career, veteran teachers are abundant in learner understanding knowledge, eager to do self-reflection, and think theirselves are right for their job, while novice teachers have a lot of knowledge attained in new teachers' training course but the level of pedagogical content knowledge is fairly low. This means veteran teachers have developed their pedagogical content knowledge while teaching many students for years, therefore teaching experience for many years is important in pedagogical content knowledge formation.
    In major difference, there are differences in teaching content, teaching method, belief in good teaching, purpose of social studies, and awareness for the status of social studies education according to teachers' major subject. Although history teachers give emphasis on text-centered content teaching and teaching assessment, geography teachers utilize various teaching method. General sociology teachers emphasize on current event, neglect teaching assessment, and are aimed at getting citizenship. In educational background, as teachers' level of education is higher, they can reflect by themselves in various area, understand content knowledge and learners' cognitive characteristics, even though their dissatisfaction level is fairly high. In school level, teachers who work both in middle and high school have ability to understand learners' variety and their classes are full of contents. Teachers who only work in high school have high level of content knowledge, but they regard their status fairly low. Teachers who only work in middle school have various teaching methods, regard their status fairly positive, for middle school is far from collage entrance examination.
    The final stage of selective coding is making context model which identifies micro and macroscopic condition related to pedagogical content knowledge formation in the level of teacher, school, and society. In the level of teachers, self-reflection, pre-teacher education, personal characteristics, faith for good teaching, and social study education affect the formation of pedagogical content knowledge. In the level of school, external stimulus, school and class surroundings, and the purpose of social education affect the formation of pedagogical content knowledge. In the level of society, external stimulus, the status of social education, and the purpose of social study affect teaching development and teaching
    This study tries to investigate social studies teachers' pedagogical content knowledge formation situation and develop objective criteria by using qualitative research techniques. This study also have significance in becoming fundamental data for social studies teachers' situational consulting and encouraging learning plan by analyzing social studies teachers' situational pedagogical content knowledge formation type and demographic differences.
    번역하기

    The purpose of this study is to determine the formation structure and category of PCK(Pedagogical Content Knowledge) as social studies teachers' professionalism of social studies instruction, and on the basis of this, to deduce their formation of peda...

    The purpose of this study is to determine the formation structure and category of PCK(Pedagogical Content Knowledge) as social studies teachers' professionalism of social studies instruction, and on the basis of this, to deduce their formation of pedagogical content knowledge strategy. To achieve this, depth interviews are given to 20 social studies teachers teaching in middle or high school, and the collected data are analyzed by Strauss and Corbin's grounded theory. In addition to this, the content identified by grounded theory are made into questionnaires, which are conducted to 254 social studies teachers all over the country and are analysed by SPSS 18.0K program.
    By the result of the open coding of grounded theory, 77 concepts, 36 sub-categories, and 16 categories are deduced, and the result of the axial coding, the paradigm of social studies teachers' pedagogical content knowledge formation structure are made. The causality condition forming pedagogical content knowledge is self-reflection and the stimulus of external surroundings. Next, central phenomenon forming pedagogical content knowledge is profound content knowledge, application of teaching method, understanding learners, and consensus of content and teaching method. The contextual condition that denotes the situation which is helpful for pedagogical content knowledge formation is pre-teacher education, individual peculiarities assistive for studies teachers, school and classroom condition, and the status of social education. The terms of arbitration which intervene(facilitate or impede) social studies teachers' pedagogical content knowledge formation are the belief in good teaching, that is, the purpose of social studies teachers. Action and interaction strategy for leading pedagogical content knowledge formation are development through teaching performance, that is, reflection on teaching, and the result is successful social studies teaching and feeling after teaching.
    As the result of selective coding of grounded theory, pedagogical content knowledge formation through reflection on teaching is drawn, which means social studies teachers' pedagogical content knowledge is never fixed or static, for the reason, social studies teachers' endless practice and reflection are needed.
    In this process, the social studies teachers' pedagogical content knowledge formation types are drawn according to teachers' circumstance and context : representation type, positive improvement type, passive improvement type, limited improvement type, and complacent type. First, representation type teachers can make harmony with content knowledge, teaching method knowledge, learner understanding knowledge, and context knowledge, and this can result in their own pedagogical content knowledge. Next, positive improvement type, passive improvement type, and limited improvement type teachers think teaching surroundings negative, and are lacking some of content knowledge, teaching method knowledge, learner understanding knowledge, but are eager to do self-reflection. Complacent type teachers are lacking some of content knowledge, teaching method knowledge, learner understanding knowledge, but although they think teaching surroundings positive, their self-reflection is not enough. Among 5 types teachers, the most idealistic and harmonious type is representation type, and positive improvement type, passive improvement type, limited improvement type, and complacent type follow behind in turn.
    Demographic differences have influences on the formation aspect of pedagogical content knowledge. This study consider gender, teaching career, major, educational background, and school level.
    In gender differences, female teachers tend to be easily affected by surroundings, do active self-reflection, and try hard compared to male teachers, which is fundamental gender-based difference rather than difference in pedagogical content knowledge. In teaching career, veteran teachers are abundant in learner understanding knowledge, eager to do self-reflection, and think theirselves are right for their job, while novice teachers have a lot of knowledge attained in new teachers' training course but the level of pedagogical content knowledge is fairly low. This means veteran teachers have developed their pedagogical content knowledge while teaching many students for years, therefore teaching experience for many years is important in pedagogical content knowledge formation.
    In major difference, there are differences in teaching content, teaching method, belief in good teaching, purpose of social studies, and awareness for the status of social studies education according to teachers' major subject. Although history teachers give emphasis on text-centered content teaching and teaching assessment, geography teachers utilize various teaching method. General sociology teachers emphasize on current event, neglect teaching assessment, and are aimed at getting citizenship. In educational background, as teachers' level of education is higher, they can reflect by themselves in various area, understand content knowledge and learners' cognitive characteristics, even though their dissatisfaction level is fairly high. In school level, teachers who work both in middle and high school have ability to understand learners' variety and their classes are full of contents. Teachers who only work in high school have high level of content knowledge, but they regard their status fairly low. Teachers who only work in middle school have various teaching methods, regard their status fairly positive, for middle school is far from collage entrance examination.
    The final stage of selective coding is making context model which identifies micro and macroscopic condition related to pedagogical content knowledge formation in the level of teacher, school, and society. In the level of teachers, self-reflection, pre-teacher education, personal characteristics, faith for good teaching, and social study education affect the formation of pedagogical content knowledge. In the level of school, external stimulus, school and class surroundings, and the purpose of social education affect the formation of pedagogical content knowledge. In the level of society, external stimulus, the status of social education, and the purpose of social study affect teaching development and teaching
    This study tries to investigate social studies teachers' pedagogical content knowledge formation situation and develop objective criteria by using qualitative research techniques. This study also have significance in becoming fundamental data for social studies teachers' situational consulting and encouraging learning plan by analyzing social studies teachers' situational pedagogical content knowledge formation type and demographic differences.

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    목차 (Table of Contents)

    • I. 서론 1
    • 1. 연구의 목적 및 필요성 1
    • 2. 연구 문제 6
    • 3. 용어의 정의 7
    • 가. 사회과 교사 7
    • I. 서론 1
    • 1. 연구의 목적 및 필요성 1
    • 2. 연구 문제 6
    • 3. 용어의 정의 7
    • 가. 사회과 교사 7
    • 나. 내용교수지식 7
    • II. 이론적 배경 8
    • 1. 내용교수지식 8
    • 가. 내용교수지식의 정의와 특징 8
    • 나. 내용교수지식의 구성 요소 17
    • 다. 사회과 교사의 내용교수지식의 특징과 구성 요소 22
    • 2. 근거이론의 논리 26
    • 가. 근거이론의 주요 구성 요소와 특징 26
    • 1) 이론적 표본 추출과 포화 26
    • 2) 반복적 비교 27
    • 나. 근거이론의 분석 28
    • 1) 개방 코딩 28
    • 2) 축 코딩 29
    • 3) 선택 코딩 30
    • III. 연구 방법 31
    • 1. 통합연구 31
    • 2. 질적 연구 33
    • 가. 연구 참여자 선정 33
    • 나. 연구도구로서 연구자 35
    • 다. 자료 수집 36
    • 라. 자료 분석 37
    • 마. 질적 연구의 타당성 38
    • 3. 양적 연구 41
    • 가. 자료 수집 41
    • 1) 설문문항 41
    • 2) 설문절차 43
    • 나. 자료 분석 44
    • IV. 연구의 결과 45
    • 1. 질적 연구의 결과 45
    • 가. 개방 코딩 45
    • 1) 범주 1 : 자기반성 48
    • 2) 범주 2 : 외부환경의 자극 52
    • 3) 범주 3 : 깊이 있는 내용지식 58
    • 4) 범주 4 : 교수법의 적용 61
    • 5) 범주 5 : 학습자 이해 67
    • 6) 범주 6 : 학습자를 고려한 내용과 교수법의 융합 73
    • 7) 범주 7 : 예비교사 교육 81
    • 8) 범주 8 : 사회과 교사에 도움이 되는 개인적 특성 84
    • 9) 범주 9 : 학교 및 교실 상황 88
    • 10) 범주 10 : 사회과 교육의 위상 94
    • 11) 범주 11 : 좋은 수업에 대한 신념 98
    • 12) 범주 12 : 사회과를 가르치는 목표 101
    • 13) 범주 13 : 수업 실행을 통한 발전 104
    • 14) 범주 14 : 수업반성 107
    • 15) 범주 15 : 성공적인 사회 수업 111
    • 16) 범주 16 : 수업 후 느낌 115
    • 나. 축 코딩 119
    • 1) 인과적 조건 121
    • 2) 중심현상 121
    • 3) 맥락적 조건 122
    • 4) 중재적 조건 123
    • 5) 작용/상호작용 전략 124
    • 6) 결과 124
    • 다. 선택 코딩 126
    • 1) 핵심범주 : 수업반성을 통한 내용교수지식의 형성 126
    • 2) 이야기 윤곽의 전개 128
    • 3) 유형 분석 130
    • 4) 상황모형 153
    • 2. 양적 연구의 결과 157
    • 가. 사회과 교사의 내용교수지식 형성 척도 개발 157
    • 1) ‘사회과 교사의 내용교수지식 형성’ 구성 요인 157
    • 2) ‘사회과 교사의 내용교수지식 형성’ 관련 요인 추출 158
    • 3) ‘사회과 교사의 내용교수지식 형성’의 척도 개발 159
    • 4) ‘사회과 교사의 내용교수지식 형성’의 척도의 신뢰도 분석 163
    • 나. 사회과 교사의 내용교수지식 형성에 대한 기초 분석 165
    • 1) 설문 문항의 기술 통계 165
    • 2) 하위요인의 기술 통계 170
    • 3) 하위요인 간의 상관관계 173
    • 다. 사회과 교사의 내용교수지식 형성에 대한 차이 분석 176
    • 1) 성별 분석 176
    • 2) 경력별 분석 179
    • 3) 전공별 분석 184
    • 4) 학력별 분석 189
    • 5) 근무 학교급별 분석 194
    • 3. 사회과 교사의 내용교수지식 형성 전략 199
    • 가. 내용교수지식의 형성 구조 199
    • 나. 내용교수지식의 형성 유형 201
    • 다. 내용교수지식의 형성 전략 205
    • 1) 내용교수지식의 형성 구조에 따른 형성 전략 205
    • 2) 내용교수지식의 형성 유형에 따른 형성 전략 210
    • V. 결론 및 제언 215
    • 1. 결론 215
    • 2. 제언 218
    • 가. 사회과 교사를 위한 제언 218
    • 나. 학교 관리자 및 교육청을 위한 제언 220
    • 다. 정책적 제언 220
    • 라. 후속 연구에 대한 제언 222
    • 참고문헌 223
    • Abstract 236
    • <부록 1> 연구 설명 및 면접 동의서 240
    • <부록 2> 심층면접 질문지 242
    • <부록 3> 설문조사 질문지 244
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    참고문헌 (Reference)

    1. 사회과교육, 차경수, , 2009

    2. Naturalistic inquiry, Lincoln, Yvonna S, Sage Publications, , 1985

    3. TheArtofCaseResearch, Stake, , 1995

    4. A place called school, Goodlad, John I, McGraw-Hill, A Place called school, , 2004

    5. Experience and nature, Dewey, John, The Open Court publishing Co., Experience and nature, , 1958

    6. 질적 연구 방법론, 양진향, 조명옥, , 2010

    7. 질적 연구 실천 방법, 조용환, , 2009

    8. The Dynamics of Interviewing, Kahn, Cannell, , 1957

    9. 질적 연구방법의 이해, 박성희, 질적연구방법의 이해, , 2004

    10. How We Think. Lexington, MA: D. C, Dewey, "How We Think. Lexington, , 1910

    1. 사회과교육, 차경수, , 2009

    2. Naturalistic inquiry, Lincoln, Yvonna S, Sage Publications, , 1985

    3. TheArtofCaseResearch, Stake, , 1995

    4. A place called school, Goodlad, John I, McGraw-Hill, A Place called school, , 2004

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