교육과정 실행에 관한 교사의 이론: 혼합적 연구 방법을 통한 교사의 실천적지식의 탐구 = Teachers` Theories concerning Curriculum Implementation: Inquiry on Teachers` Practical Knowledge by Mixed Research Methodology

다국어 초록 (Multilingual Abstract)

This study aims to find the structure and orientation of teacher`s practical knowledge(TPK) in Korea`s educational context. According to Elbaz(1983), the structure of TPK is expressive aspect of image, practical principle, or rule of practice through teacher`s behavior or language while orientation of TPK is the way that TPK is held though those such as experience, situation, or theory. TPK is teacher`s theory or knowledge formed in the process of dealing with classroom situations and solving practical dilemmas in relation to teaching. Literature review in the field of TPK in Korea has shown two weak points: (1) TPK studies have been sought in terms of either individual teachers or common aspects of teachers, and (2) TPK studies have dealt with too wide range of instructional contents. The current study tried to improve the two weak points: it has sought TPK focused on TPK`s collective aspects as well as individual aspects. It also focused on a unit of elementary social studies instead of a wide range of instructional contents like a subject area. An elementary teacher was selected and her classroom instructions for a unit of 4th grade social studies were observed for a month. She was also interviewed in relation to the instructions and her educational beliefs. As a result from the analysis of instruction observation and interview data, 4 images, 10 practical principles and 30 rules of practice were drawn. Based on the structure of selected teacher`s TPK, an instrument to ask the degree of agreement with it by collective teachers was made and administered. There were considerable differences in rule of practice between TPK of the selected teacher and that of collective teachers. However, there were common elements of TPK-images and practical principles-between them. Orientations of selected teacher`s TPK and those of collective teachers were different though. Discussions are made in view of individuality of TPK among teachers, linkage of TPK structure, orientation of TPK, and educational validity of TPK on the basis of study`s findings. Finally, recommendations are made for education general, teacher education policy, and future studies together with conclusions based on the findings.

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