‘사회과탐구’에 대한 의미 형성과정과 유형 탐색

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate how elementary pre-service teachers inquiry and inquiry instruction change and develop by examining inquiry and inquiry instruction as they understand based on teachers educational experience. The current study explored and categorized the meanings of inquiry shown in pre-service teachers inquiry theory, guidance plan preparation, and experience in teaching practice and the results are as follows: First, the meanings of inquiry pre-service teachers built up based on theory were identified as three types including a type of stressing ‘expression of inquiry’, a type of stressing ‘process of inquiry’, and a type of stressing ‘results obtained from inquiry’. Second, pre-service teachers expand the meanings of inquiry into four types including a type of pursuing relationships, a type of pursuing knowledge, a type of pursuing empathy, and a type of pursuing motivation by designing inquiry class plans. This means that the meanings of inquiry become sophisticated according to the teaching context a teacher need to consider in the relationship between inquiry and instruction. Third, pre-service teachers understand inquiry on more detailed and strategic level than before performing instruction through teaching practice. At this time, a function pursuing type and a social participation type were added to inquiry types along with a relationship-oriented type, an empathy-oriented type, a knowledge-expanding type, and an interest-lasting type. It is practical knowledge pre-service teachers produced through a reflective process of fully considering the practice of teaching. Through this study, inquiry of pre-service teachers changed from ‘theory-centered abstract inquiry’ before teaching practice into ‘practical and concrete inquiry’ to consider main agents of teaching and teaching situations after teaching practice. Preliminary teachers do understand inquiry class not by clarifying the attributes of inquiry, but by constantly generating the new meanings of inquiry suitable for actual teaching situations. Therefore, the teacher education institute need to develop practice-centered teaching models in addition to trying to encourage and acknowledge the meanings of inquiry generated diversely in teaching practice as well as theoretical exploration of the existing inquiry learning models.

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