예비 한국어교사의 CoRe 작성 경험을 통한 교수내용지식(PCK) 확장 연구 = A Study on the Expansion of Pedagogical Content Knowledge (PCK) through Preservice Korean Language Teachers’ CoRe Writing Experiences

다국어 초록 (Multilingual Abstract)

This study aims to qualitatively explore how preservice Korean language teachers perceive and expand their pedagogical content knowledge (PCK) through the process of writing CoRe (Content Representation). The participants were five preservice Korean language teachers enrolled in a Korean language teaching practicum course at a university in Busan. Data were collected through three rounds of lesson plan development, two rounds of CoRe writing, one micro-teaching session, and reflective journals. The collected data were analyzed using NVivo 14 following open, axial, and selective coding procedures. The findings reveal that the experience of writing CoRe facilitated multidimensional development of preservice teachers’ PCK. First, content knowledge was reconstructed from rule-based knowledge into teachable knowledge oriented toward learners’ communicative needs. Second, understanding of learners deepened from abstract assumptions to learner-centered perspectives that consider learners’ backgrounds, misconceptions, and learning difficulties. Third, pedagogical strategy knowledge shifted from listing instructional activities to designing instruction based on explicit pedagogical rationales. Fourth, the CoRe writing process promoted reflective thinking, enabling preservice teachers to move from lesson planners to reflective practitioners. These findings suggest that CoRe serves as an effective reflective tool for visualizing and fostering PCK development and has significant implications for enhancing practicum-based teacher education programs in Korean language education.