교수적 실천의 유형학 탐색: Basil Bernstein의 교육과정 사회학 관점 = Exploring the typology of pedagogical practices: An application of Basil Bernstein`s sociology of curriculum

다국어 초록 (Multilingual Abstract)

This paper explores the typology of pedagogic practices through the code theory of Basil Bernstein. Based on the concept of classification and framing, the author identified the possible combination of codes in three major areas of educational activities: curriculum (inter-disciplinary, intra-disciplinary), instruction (teacher-students, students-students) and evaluation (the degree of sorting, the openness against expected answer). In doing so, this paper suggested the way of understanding pedagogical practices as integrated ones that inhabit curriculum, instruction, and assessment. Failing to do so ignores the traditional problems that led to insulation among different subject-matters, direct learning in class, and isolated assessment from curriculum and instruction. The suggested typology in this article is expected for teachers to assess their pedagogical identities and then to utilize it as a tool for reflection on teaching. Furthermore the typology of pedagogical practices also can be used in the field of sociology of curriculum to explore the ways in which regulative discourses are recontextualized into instructional discourses in terms of reproduction, resistance, or changes. Lastly, author suggested the classroom practices that can cope with the direct and uniformed transmission and that promote social justice, equality, and human dignity.

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