포괄적 평화교육 관점에 기반한 고등학교 통합사회 교과서 ‘평화’ 단원 분석

조대훈 한국사회과교육연구학회 2023 사회과교육 Vol.62 No.4

The purpose of this study is to analyze Peace units of five high school ‘Integrated Social Studies’ textbooks and to provide implications for the implementation of peace education in classrooms and future curriculum revision and textbook development. The researcher constructed the definition and principles of comprehensive peace education through a literature review of peace education and utilized it as a basic framework for the analysis of Peace units in five textbooks. The main findings from the present study are as follows: First, the Peace units across five textbooks were based on the narrowly defined concept of peace, lacking an adequate attention to the complexity and diversity inherent in the concept of peace. Second, due to the influence of the national curriculum achievement standards, the Peace unit implicitly justified the liberal perspective on peace, and consequently failed to take into account potential advantages of various theoretical perspectives of peace, limiting alternative ways of perceiving the meaning of peace nad conflict resolution. Third, the Peace units tended to overlook the basic knowledge of conflict resolution based on the nature and management of conflict, and as a result, tended to provide learners with limited opportunities for in-depth and reflective learning on conflict and dispute. Fourth, the interdependence or interconnectivity of peace across different levels, which has been considered as one of crucial elements of peace studies especially from the perspective of transformative pedagogy, was not fully explained due to the structural decoupling between the Globalization unit and the Peace unit, which resulted in the failure to explain how peace interacts with various social, economic, and environmental factors. The results of this study offer crucial implications for the current Integrated Social Studies classroom, the process of social studies textbook development based on the 2022 revised curriculum, and the future curriculum revision.

전기철도 급전선 직하부 전계에 의한 정전유도전압의 인체안전성 평가 연구

조대훈,신의재,남한석,이태훈,윤임수,주문노,우정민 대한전기학회 2022 대한전기학회 학술대회 논문집 Vol.2022 No.5

사회과 교사의 게이트키핑(gatekeeping)행위에 대한 비판적 이해

조대훈 한국사회과수업학회 2014 한국사회과수업학회 학술대회지 Vol.2014 No.3

교사의 게이트키핑(teacher gatekeeping 또는 교사의 조율적 역할) 개념은 교실수업에 관한 해석학적/질적 연구 패러다임의 확산에 따라 얻어진 결과중 하나이다. 게이트키핑 개념을 회자시킨 장본인인 Thornton(1991, 2005)은 Eisner(1998)와 Jackon(1968, 1986)의 영향을 크게 받은 교과교육학자였다. 그는 교사 게이트키핑의 개념을“교사가 교육과정과 교수 방법에 관하여 내리는 의사결정 행위 및 그러한 의사결정에 사용되는 준거들의 결 합체”라고 정의하였다(p. 237).2) 미국 사회과 교실수업 안에서 관찰되는 교사의 교수 행 위에 대한 미시적 관찰을 통해 Thornton은 게이트키핑 개념을 통해 교사가 교실수업에서 학생들이 경험하게 되는 실질적인 교육의 내용과 형식을 결정하는데 엄청난 영향력을 지 닌다는 점을 강조하고자 하였다.

사회과 교사에 의해 재구성되는 학습 평가의 실제적 의미

조대훈 한국사회과교육연구학회 2002 사회과교육 Vol.41 No.3

본 문화기술적 사례 연구(ethnographic case study)의 목적은 중학교 사회과 교사들이 교실 안에서 구성하고 있는 학습 평가(evaluation)의 의미를 탐색하는 것이다. 2000년 3월부터 7월까지 한 학기에 걸친 기간 동안 연구자는 중산층 거주 지역의 어느 남녀 공학 공립 중학교에서 참여 관찰을 실시하였고, 수업 참관과 심층 인터뷰를 비롯한 다양한 질적 데이터를 수집하였다. 본 연구를 통해 연구자는 우리 나라 중학교의 교육 제도 문화의 틀 안에서 사회과 교사들이 구성해 나가는 학습 평가의 의미는 무엇인지 심층적으로 기술(thick-description)하려고 하였다. 특히, 평가의 주요 도구로서의 "시험"의 의미가 학교의 제도 문화, 특히 중등학교에서 보편적인 평가 관련 교사협력 행위(예: 진도 맞추기, 공동 출제 및 시험)의 오랜 관행과 결합하면서 어떻게 사회과 교사들에 의해 해석되고 있는지 알아보았다. 요약하면, 본 연구는 교실 수준에서의 학습 평가의 의미는 사회과 교사들의 교과적 관점-믿음과 주어진 제도 문화의 교수적 환경 사이의 상호 작용의 결과로 구성되고 있음을 밝혀 주고 있다. 특히 사회과 교사들에 의해 인식된 학습 평가의 의미는 한국의 중학교에서 관찰되는 평가 관련 관행들과 결합하면서, "실행된 교육 과정(enacted curriculum)"과 "평가(evaluation)"의 괴리 현상, 다시 말해 교실 안에서 실제로 경험된 교육 과정이 학습 평가에 적절하게 반영되지 못하는 문제적 상황을 야기하고 있었다. 이상의 결론들은 교육적 조율자(educational gatekeeper)로서의 교사의 모습에 기반한 평가 전략에 대한 심도 있는 연구와, 바람직한 교사 협력 행위가 무엇인지에 대한 진지한 논의를 사회과 교육 공동체에 요청하고 있다. This ethnographic case study of a public co-ed middle school attempts to explore the meaning of student assessment, which social studies teachers were constructing in their middle school classrooms. During the first semester of the academic year 2000, I conducted a participant observation in Pyolnim middle school located in a middle-class community of Seoul, Korea. I collected a variety of data drawn from classroom observations, in-depth interviews, teaching materials, and official school documents. I tried to provide a thick-description of how social studies teachers perceived the meaning of student assessment in this particular middle school. Especially I focused on understanding the meaning of school test (or examination) of which social studies teachers perceived, especially when coupled with some conventional types of teacher collaboration (e.g., chindo and developing exam items together) made sense of by social studies teachers, and to interpret what consequences their meaning-making had for social studies teaching and learning. In short, this study maintains that the meaning of student assessment at the classroom level resulted from the interplay between social studies teachers' pedagogical perspectives and beliefs and the instructional environments constrained by the institutional culture of Korean middle schools. Particularly, this circumstance, I argue, tended to bring on a decoupling of "enacted curriculum" and "student assessment," that is, a severe gap between what teachers actually taught in their classrooms and what they assessed by their assessment tools. The overall findings imply that social studies researchers revisit the nature of defensive assessment strategies within classrooms taken by the practitioners as educational gatekeeper, and rethink the consequences of teacher collaboration with varying instructional conditions.

Social Studies Teachers’ Gatekeeping in the Teaching of North Korea: Implications for Citizenship Education

조대훈 서울대학교 교육종합연구원 2006 The SNU Journal of Education Research Vol.15 No.-

This paper explores Korean social studies teachers’ pedagogical approaches toward the teaching of North Korea. By analyzing qualitative data collected from in-depth interviews with exemplary high school teachers, this study illustrates how those particular teachers viewed North Korea and how they constructed the image of North Korea for their pedagogical purposes. The pedagogical consequences of several common dilemmas the teachers face with regard to the teaching of North Korea are discussed. The implications of the study are profound not only in understanding the nature of socio-political construction of social studies knowledge by the role of teacher as "curricular and instructional gatekeeper" (Thornton, 1991), but also in promoting comparative insights in the field of citizenship education.

Preservice Social Studies Teacher' s Perception of challenge in Contex : A Case Study of Preservice Teachers in American Social Studies Classrooms

조대훈 한국사회과교육학회 2000 시민교육연구 Vol.31 No.1

민주시민 키비처(Kibitzer) 운동: 고등학교 비교과 시민교육 프로그램 사례 연구

조대훈 한국사회과수업학회 2019 한국사회과수업학회 학술대회지 Vol.2019 No.13

아브라함과 그리스도의 믿음에 관한 수사학적 연구 : 갈라디아서 3장을 중심으로

조대훈 한국복음주의신약학회 2014 신약연구 Vol.13 No.1

This study is intended to reconsider the existing argument for the genitive interpretation of πίστεως τοῡ Χριστοῡ in order to analyze the difference and similarity between the faith of Abraham and that of Christ. Traditionally πίστεως τοῡ Χριστοῡ is interpreted as involving active participation of human beings for the righteousness of God. On the other hand, some scholars suggested that subjective interpretation of the faith of Christ. It excludes works of the law from the righteousness of God. But a subjective interpretation can not clarify the Christological difference between the faith of Abraham and that of Christ. It emphasizes the faith of Christ who died for redemption of human beings on the cross. However, Paul rhetorically uses an appositive structure and thus 'the faith' refers to Christ. By such a rhetorical conceptualization which emphasizes the equality between Christ and the faith, Paul describes Christ' s superiority to Abraham.

日本的 勞使關係의 經濟合理性 再檢討

趙大勳 東亞大學校 大學院 1993 大學院論文集 Vol.18 No.-

韓國的 勞使關係 硏究를 위한 一試論 : A Theoretical Basis for the Research of Korean Model of Industrial Relations

趙大勳 東亞大學校 大學院 1992 大學院論文集 Vol.17 No.-

This study is one of theoretical basis try to grope about possibility and basic accessing method as a fundamental work for the research of Korean Model of industrial relations. When we examine the core of subject of this study it is as follows: At the chapter Ⅱ, we examined profitable theories to analize the characteristics of industrial relations in various countries. The theories of which we studied here are such as J.T.Dunlop's System Theory, Convergence Theory which have become the main axis by C.Kerr et al., P.Lange's Divergence Theory, H.A.Clegg's Collective Bargaining Theory, else Radical Approach and Strategic Choice Theory which was advocated by T.A.Kochan etc. At the chapter Ⅲ, we examined how to establish fundamental viewpoint in the study of industrial relations. So we emphasized conciliations and antagonistic relationships between labor-management and not only universality and characteristics but harmonize interrelationship of formal sector and informal sector. At the chapter Ⅳ, we groped for synthetic accessing method of industrial relations. For the sake of this, today there reguires interdisciplinary way in the social scientific field and especially, there emphasized requirement of interdisciplinary study in the research of industrial relations of Korea.