초등 예비교사의 역사 내용 표상과 교사 자질의 문제 = History Content Representation of Elementary Pre-service Teachers and Teacher Competence

다국어 초록 (Multilingual Abstract)

In this study, the matter of elementary teacher competence was dealt with as a part of classroom instruction understanding based on the way how pre-service teachers represented history content. The elementary pre-service teachers preferred analogy and demonstration, using history explanation less often than experienced teachers. And they applied visual materials such as pictures or internet images in various levels. It was also observed that the pre-serviece teachers preferred the instruction focusing on children's 'activity', such as investigation-presentation, discussion and role-playing, particularly. The substantial meaning of instruction, however, was not made the most due to their insufficient history knowledge.
In general, teachers are required to have knowledge about subject matter content, instructional process, learner, and instructional situation. Based on the observation of pre-service teachers' history content representation, teachers additionally should be recommended to possess history content knowledge, history pedagogical knowledge and representational repertoire developed from diverse representational methods.
History content knowledge suggested here primarily means the history content selected for elementary school curriculum. The pedagogical knowledge is needed to be discussed upon content in the long run as well as instructional method. The representational repertoire needs to be established by familiarization of various instructional methods, many ways of explanation, and teaching materials utilization(picture, illustration, or ICT, etc). In conclusion, it is required to reconsider elementary subject matter education and teacher education in this perspective.