교사 교육과정 구성에 관한 인지적 접근의 의의 = The Cognitive Approach on Curriculum-Making of Teacher Education

다국어 초록 (Multilingual Abstract)

ABSTRACTThe Cognitive Approach on Curriculum-Making of Teacher EducationKim, Min HwanKim, Dong Yop
The purpose of this study was to investigate the significance of the teachers' thought
processes as a resource for constructing curiculum of teacher education To achieve this
purpose, first we reviewed critically the behavioral perspective as the traditional
paradigm in terms of their logical assumptions and practical results in teaching and
teacher education. And then we scrutinized the studies which were related teachers'
thought process.
The behavioral perspective strove to enhance the teacher effectiveness Therefore, much
of the research on teaching and teacher education during 1970s singularly focused on
teachers' overt behavior that correlate with, or have a direct casual impact on student
learning outcomes. These studies which are also called process-product paradigm were
rooted in behavioral psychological theories and aimed to identify the best predictors of
the criteria for teacher effectiveness, that is, the best effective teachers teaching
behaviors. And the results of the studies were utilized as the resource for
curriculum-making of teacher education.
However, the recent cognitive psychological researches which are opposed to behavioral
perspective assert that teacher behavior is substantially influenced and determined by
teachers' thought processes. The thinking, planning, and decision-making of teachers
constitute a large part of the psychological context of teaching. That is, it is within this
context that curriculum is interpreted and implemented. This view of teaching and
teacher education has rised important issues about teaching effectiveness. They have
insisted that a teacher's effectiveness depends upon his cognitive ability to orchestrate
appropriate methods and to adapt the content and method of his teaching to the
situation.
Therefore, we should understand the teachers' thought process in order to promote the
teacher's effectiveness, and regard it as a important resource for constructing curriculum
of teacher education.