교사들의 실천적 지식의 제한적 적용에 대한질적 탐구 = Limited transferability of explicit practical knowledge from teacher colleagues

다국어 초록 (Multilingual Abstract)

This study investigated why teachers thought explicit practical knowledge had limited transferability across classrooms. Through interviews with eleven elementary school teachers of four schools at Seoul, the author found that teachers thought that teacher characteristics, student characteristics as individuals and groups, and inefficient managements in classrooms mainly contributed to limiting the transferability of explicit practical knowledge from their colleagues. Although teachers believed their contexts were so unique that their colleagues' practical knowledge might not work, they did not always ignore or reject them either; Rather, teachers reflected and then made decisions to reject or modify explicit practical knowledge from their colleagues according to the “unique” factors in their contexts.

참고문헌 (Reference)

1 박찬주, "초·중등 교사발달 과정에 관한 사례 연구" 한국교육학회 40 (40): 9-218, 2002

2 조영달, "제도공간의 질적연구 방법론" 교육과학사 2005

3 김은주, "실천적 지식의 탐색: 교사교육에의 함의와 문제" 한국교원교육학회 27 (27): 27-46, 2010

4 윤석주, "사범대에서 가르치는 교육학 이론의 현장 유용성 부족에 대한 고찰" 한국교원교육학회 30 (30): 77-97, 2013

5 이용숙, "교육에서의 질적 연구-방법과 적용" 교육과학사 1998

6 Hatch, J. A., "교육상황에서 질적 연구 수행하기" 학지사 2008

7 구원회, "교사의 실천적 지식에 관한 국내 연구의 동향 고찰" 한국교원교육학회 24 (24): 299-321, 2007

8 Brabeck, M., "Why we need"translational research : Putting clinical findings to work in classrooms" 28 : 36-, 2008

9 Orton, R., "Two problems with teacher knowledge. Philosophy of Education 1993"

10 Shulman, L. S., "Theory, practice, and the education of professionals" 98 (98): 511-526, 1998

11 Elbaz, F. L., "The teacher’s"practical knowledge" : Report of a case study" 11 (11): 43-71, 1981

12 Foray, D., "The production of knowledge in different sectors : A model and some hypothesis" 1 : 7-19, 2003

13 Calderhead, J., "The contribution of field experiences to student primary teachers’ professional learning" 40 : 33-49, 1988

14 Kennedy, M. M., "The connection between research and practice" 27 : 4-12, 1997

15 Schön, D., "The Reflective Practitioner: How Professionals Thinks in Action" Basic Books 1983

16 Fenstermacher, G. D., "The Knower and the Known : The nature of knowledge in research on teaching" 20 : 3-56, 1994

17 Ryle, G., "The Concept of Mind" The University of Chicago Press 1949

18 Pajares, M. F., "Teachers’ beliefs and educational research : Cleaning up a messy construct" 62 (62): 307-332, 1992

19 Huberman, M., "Teachers' Work: Individuals, colleagues, context" Teachers College Press 11-50, 1993

20 Elbaz, F. L., "Teacher thinking : A study of practical knowledge" Croom Helm 1983

21 Landrum, T. J., "Teacher perceptions of the trustworthiness, usability, and accessibility of information from different sources" 23 (23): 42-48, 2002

22 Lortie, D., "Schoolteacher : A sociological study" University of Chicago Press 1975

23 Gore, J. M., "Revisioning the academic-teacher divide : Power and knowledge in the educational community" 10 : 35-58, 2004

24 Calderhead, J., "Reflective Teacher Education: Cases and critiques" State University of New York Press 139-146, 1992

25 Huberman, M., "Recipes for busy kitchens" 4 : 478-510, 1983

26 Oakeshott, M., "Rationalism in Politics and other Essays" Methuen 1962

27 Clandinin, D. J., "Personal practical knowledge: A study of teachers’classroom images" 15 (15): 361-385, 1985

28 Gallimore. G., "Local knowledge, research knowledge, and educational change : A case study of early Spanish reading improvement" 20 (20): 2-14, 1991

29 Weiss, C. H., "Knowledge creep and decision accretion" 1 (1): 381-404, 1980

30 Kagan, D. M., "Implications of research on teacher belief" 27 (27): 65-90, 1992

31 Munby, M., "Handbook of Research on Teaching" American Educational Research Association 877-904, 2001

32 Carter, K., "Handbook of Research on Teacher Education" Macmillan 291-310, 1990

33 Lagemann, E. C., "Education research as a distributed activity across universities" 37 (37): 424-428, 2009

34 Katz, L. G., "Developmental stages of preschool teachers" 73 (73): 50-54, 1972

35 Grimmett, P., "Craft knowledge and the education of teachers" 18 : 385-456, 1992

36 Joram, E., "Clashing epistemologies : Aspiring teachers', practicing teachers', and professors' beliefs about knowledge and research in education" 23 : 123-135, 2006

37 Hiebert, J., "A knowledge base for the teaching profession: What would it look like, and how can we get one?" 31 (31): 3-15, 2002