사회과에서 범교과 학습의 맥락으로서 지속가능발전교육의 실현 가능성

다국어 초록 (Multilingual Abstract)

The goal of this research is to analyze the possibility to integrate education for sustainable development(ESD) in social studies through the level of social studies teachers’ understanding and practical willness toward ESD. For this I select 304 social studies teachers who are served in Daegu, Gyeongsangbuk-do and Ulsan area by nonprobability sampling. The questionnaire consisted of item to measure conceptual definition of ESD, understanding on content of ESD, experience of ESD, barriers and teacher practical wilness toward ESD. The result are following. First, most of teachers answered that conceptual definion of ESD is balance of environment ptotection and economic development, a few teachers replyed that conceptual definion of ESD is balanced development among environment, economy, and society. Second, in terms of contents element of ESD, teachers discriminate contents of environment domain enough, their levels to recognize contents belonged to economy domain and society domain is very low. Second, teachers point out lack of expertise as barriers of educational practice. Third, in spite of their low understanding level, practical willness toward ESD is to appear high. Fourth, According to the background variables as service career and whether teacher service middle school or high school influnced levels of understanding and pratical willness. Based on these results, I suggest hat implementation possibility ESD in social studies is enough, if only teachers have apportunity to strengthened a professionalism.