교원전문성 개발을 위한 인지과학적 연구 : 쟁점, 이론적 기제 및 개발실천 과제

국문 초록 (Abstract)

본 논문은 뇌과학과 인지과학의 학습원리에 입각하여 교원전문성 개발을 위한 미시적 실천과제를 탐색하고자 하였다. 이를 위하여 전문성의 개념, 전문성의 인지 과학적 구성요인을 논의하였고, 전문성 개발을 위한 이론적 쟁점(명시지와 암묵지의 통합, 전이의 문제)과 분석기제(연결주의, 분산인지)의 주요 내용을 고찰 하였다. 이러한 시도는 교원 전문성 개발연구 수행을 위한 미래적 방향성을 모색하기 위한 기초적 연구로서 간주될 수 있을 것이다.

다국어 초록 (Multilingual Abstract)

Largely based on recent views of cognitive science, namely connectionism and distributed cognition, this paper has tried to unravel the notion of expertise in education by comparing the similar conceptions of it such as professionalism and specialization. It has been maintained that expertise does not reside in individual skulls, but depends on the interaction between the individual's brain function and the context in which they operate.<br/>
The point the paper has emphasized is that learning is not a linear of processing symbols and rules, but of a neural pattern's recognition by configuration synaptic connections between neurones. This means that human cognition such as expertise might consists of pattern recognition rather than manipulation of rules and propositions. Hence, from some views of connectionism and distributed cognition, acquiring expertise is an essentially biological phenomenon which must be researched by the scientific approach, not by speculation or declaration.<br/>
Given that teachers' expertise is mediated by cognitive and perceptual motor skills and domain-specific physiological adaptations, teachers training programs need to move beyond an exclusive rules/propositions based learning program. If we extend the focus of research for expertise beyond rules based learning programs, we may be able to understand the kind of knowledge that underlies perceptual capabilities as well as phenomenon of knowing how. From my point of view, it can be found not only in a connectionist account of how cognition is embodied in the brain but also in an account of distributed cognition of how cognition is embedded in environment and cultural artifacts.

목차 (Table of Contents)

• 요 약
  
• Ⅰ. 들어가는 말
  
• Ⅱ. 전문성의 개념적 정의
  
• Ⅲ. 전문성에 대한 상식적 오류와 전문성 구성요인
  
• Ⅳ. 교원전문성 개발을 위한 고려 사항과 이론적 기제
  
• Ⅴ. 교원전문성 개발을 위한 제언
  
• Ⅵ. 나가는 말
  
• 참 고 문 헌
  
• Abstract