사회과 교사의 테크놀로지 통합 역량의 강화: 연구문헌에 나타난 예비 교사 교육과정과 전문성개발 과정의 특징 = Building Social Studies Teachers’ Capacities for Technology Integration into Classroom: The Characteristics of Pre-service Teacher Education and Professional Development Programs Based on Empirical Studies

다국어 초록 (Multilingual Abstract)

In general, our social studies teachers are prone to use technology in their classrooms in order to reinforce traditional teacher-centered teaching practices. One of the reasons for this low level use of technology is that the programs of pre-service teacher education and professional development are not providing them with proper educational opportunities. This paper investigates the characteristics of pre-service teacher education and professional development programs to build up social studies teachers’ capacities for technology integration into classroom. For effective capacity-building those programs ought to be designed based on the empirical evidences. Based upon experiential researches, the author closely investigated the main characteristics of pre-service teacher education and professional development programs that contribute to building social studies teachers’ capacities for technology integration. The characteristics presented in this paper could serve as guidelines for the design of pre-service teacher education and professional development programs that are intended to prepare social studies teachers who are able to successfully integrate technology into their classroom teaching.

국문 초록 (Abstract)

우리의 사회과 교사들은 대체로 교사 중심의 전통적인 교수법을 강화하기 위해 교실 수업에서 테크놀로지를 사용하는 경향이 있다. 여러 다양한 이유들이 있겠지만 이러한 낮은 수준의 테크놀로지 사용의 한 원인은 예비 교사 교육과정과 전문성개발 과정이 이들에게 적절한 교육 기회를 제공하지 못하고 있기 때문이다. 이 글은 사회과 교사들의 테크놀로지 통합 역량을 강화하는 예비 교사 교육과정과 전문성개발 과정의 특징에 관하여 고찰한다. 효과적인 테크놀로지 통합 역량의 강화를 위하여 이들 과정은 실증적 증거들에 기초하여 설계되어야 한다. 이 글에서 필자는 지금까지 미국에서 수행된 실증적 연구 문헌에 근거하여 이들 과정이 테크놀로지 통합 역량을 강화하는 데 기여하는 주요한 특징적 요소들을 면밀히 고찰하였다. 이 글에서 고찰한 특징적 요소들은 사회과 수업에서 성공적으로 테크놀로지를 통합할 수 있는 사회과 교사 양성을 위한 예비 교사 교육과 전문성개발 과정을 설계하는 데 참조할 수 있는 일련의 지침이 될 수 있다.

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