초등 교사의 역사 내용 표상 방식의 유형 = Types of History Content Representation of Elementary Teachers

다국어 초록 (Multilingual Abstract)

This study was performed for the purpose of describing types and characteristics of history content representation.
First, We could know that experienced teachers had preferences for linguistic mode of representation than novice teacher. Ms L, an experienced teacher genarally had a preference for mode of representation through narrative and anology and Ms P, an experienced teacher preferred anology and empathy, and Mr H, an experienced teacher preferred anology, empathy and ex amplification.
In relation to mode of representation of teachers, as mentioned above, first we will examine the relation with pedagogical content knowledge, second the representational repertoire, and third, history specific modes of representation.
First representation of subject matter content was important element of pedagogical content knowledge. That is, teachers who transmitt the subject matter content effectively and meaningfully, can be said to have pedagogical content knowledge of high quality. Second, teachers used a representational repertoire when they represent subject matter contents. Teachers used representational modes that they knew and skilled better among other modes, forming a certain type through teaching experiences. Third, teachers used history specific modes of representation such as narrative and empathy and chronological table in representing historical contents.