사회과 교수를 위한 초등교사의 전문성 = Primary School Teacher`s Expertise for the Social Studies Insturuction

국문 초록 (Abstract)

이 글은 교육의 전문성 개념에 근거하여 초등교사의 전문성 그리고 사회과를 가르치기 위한 전문성을 다루었다. Ⅱ장은 교육활동의 전문성 개념을 교육 외부적 시각이 아닌 교육 자체의 논리에서 찾아야 함을 주장하였다. Ⅲ장은 교직의 전문성을 교사 자신의 지속적인 성장과정으로서 교사 개인의 가치관, 교직관이 확대되어 가는 것이며 또한 일관성을 확보하는 과정으로 설명하였다. 또한 교사의 자기 성장 과정이란 schon의 논의를 빌어 실천적 지식을 축적해 가는 과정으로 반성적 실천을 통해 가능함을 보이고자 하였다. 끝으로 Ⅳ장에서는 사회과를 가르치기 위한 자질로 사회과의 교과로서 갖는 성격을 이해하는 것이 가잠 우선적임을 주장하였다.

다국어 초록 (Multilingual Abstract)

This study was intended to examine expertise of primary school teacher who teachs the Social Studies based on professionalism for education. This paper suggested that concepts of professionalism for education have to be searched for not outside of education but in education itself. Accordingly, The present concepts of professionalism for education can not be directly applied for education, because they have been by many perspective from the outside of education, which have been formulated by common elements of other professions.
In the following section, a concept of expertise of teachers can be identified as self-growth, which means the process of extending teacher's perspective and organizing his or her thinking system coherently. The method to produce self-growth was presented in the concept of "reflective practitioner", which was originally suggested by Schon(1983).
This was followed by discussion in which the role of primary school teachers as reflective practitioners could be highlighted in character of primary education.
Finally, primary education teachers have to inquiry into the nature of the Social Studies for teaching appropriately.