과학 교사의 교수내용지식과 실천적 지식에 관한 연구 관점 고찰

국문 초록 (Abstract)

최근 과학교사교육 연구는 교사의 전문성과 관련하여 지식과 실행, 그리고 지식과 실행의 연관성을 탐구해오고 있다. 이 논문은 최근 교사 지식 연구의 주류를 이루는 두 연구 관점인 ‘교수내용지식’과 ‘실천적 지식’에 대해 재고하였다. 구체적으로, 두 연구 관점의 인식론적 정향은 무엇이며, 교사의 지식이 실행과 연관하여 본질, 형성 및 발달에 대해 어떻게 다루어지는지, 그리고 교사 변화에 관한 어떠한 새로운 통찰력을 제공하는지를 살펴본다. 이를 통하여, 두 연구 관점의 공통논리와 차이점을 고찰하고, 교사교육 연구와 관련된 이론적 및 실제적 시사점을 살펴본다. 그리고 앞으로 과학 교사의 지식과 실행에 관한 연구가 나아가야 할 연구방향을 제시하고자 한다.

다국어 초록 (Multilingual Abstract)

Teachers' knowledge, practice, and the relationship between knowledge and practice have been significantly explored in the research area of science teachers' professionalism. The purpose of this study is to examine what two research perspectives, pedagogical content knowledge and practical knowledge, have been done in their own research areas of science teacher education. Our review reveals that what the epistemological orientation of the two research perspectives have seemed to be and what the perspectives have said about the nature, establishment, development of the knowledge related to practice in teaching. The review identifies commonality and difference in the two research perspectives, finds theoretical and practical implications for science teacher education, and provides direction for future research.

목차 (Table of Contents)

• 요 약
• Ⅰ. 서 론
• Ⅱ. 교수내용지식 연구 관점
• 1. 교수내용지식의 인식론적 정향 : 스키마 이론과 구조주의 인식론
• 2. 유능한 교사의 지식과 신념
• 3. 교수내용지식의 내용, 형성과 발달
• Ⅲ. 실천적 지식 연구 관점
• 1. 실천적 지식의 인식론적 정향 : 체화된(embodied) 암묵적 지식관
• 2. 교육 활동의 전문가로서 교사의 내러티브와 신념 : 정합성과 일관성을 통한인식론적 보장 추구
• 3. 실천적 지식의 내용, 형성과 발달
• Ⅳ. 논의 및 시사점
• 참 고 문 헌
• ABSTRACT

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