뇌교육 교사의 실천적 지식 형성과정에 관한 문화기술적 연구

국문 초록 (Abstract)

교육변혁의 문제가 오랫동안 제기되어 오면서 교사의 일과 역할에 대해 재고하고 교사들에게 반성적 실천인 ‘ ’으로서의 자세가 요구되는 한편 교사가 보유하는실천적 지식에 대한 탐구가 활발히 이루어지고 있다. 실천적 지식의 형성에 주목하는 현상은 교사의 전문성을 신장하고 교육 현장에서의 변혁과 실천을 통하여교육의 질을 보다 향상하고자하는 노력의 일환이라 할 수 있다.
이 연구의 목적은 교사들 중에서도 특히 뇌교육 교사의 실천적 지식의 형성과정을 구체적인 맥락 안에서 이해하고 그 교육적 의미를 살펴보고자 한 것이다.이 연구를 위하여 유아, 아동, 청소년의 뇌교육을 담당하고 있는 뇌교육 교육원의교사 두 명을 제보자로 선정하고 뇌교육 현장에 대한 참여관찰과 함께 심층면담을 통한 문화기술적 연구방법을 사용하였다. 이를 위하여 세 가지 연구문제를 제시하였다.

목차 (Table of Contents)

• 목 차
• 국문초록 ··························································ⅰ
• Ⅰ. 서론················································1
• 1. 문제제기·····················································1
• 2. 연구문제·····················································5
• 3. 연구방법과 절차···············································5
• Ⅱ. 이론적 배경········································10
• 1. 교사 전문성··················································10
• 2. 실천적 지식··················································13
• 3. 뇌교육······················································17
• Ⅲ. 뇌교육 수업의 환경··································21
• 1. 공간과 시간··················································21
• 1) 공간·······················································21
• 2) 시간·······················································24
• 2. 인적 구성····················································25
• 1) 뇌교육 교사················································26
• 2) 학습자와 학부모·············································28
• 3. 교육과정····················································30
• Ⅳ. 뇌교육 교사의 실천적 지식 형성과정··················34
• 1. 뇌교육에 다가가기············································34
• 1) 뇌교육 교사가 되기까지······································34
• (1) 뇌교육에의 이끌림·········································35
• (2) 교사교육 이수·············································38
• 2) 뇌교육 교사의 현실에 ‘눈’ 뜨기·······························45
• (1) 다양한 갈등 상황··········································46
• (2) 현장에서 배우기···········································53
• 2. 뇌교육 교사다워지기··········································57
• 1) 수업과 상담 전략의 형성·····································57
• (1) 수업 상황 안에서의 능력···································58
• (2) 수업 상황 밖에서의 노력···································63
• 2) 자기 교육··················································66
• (1) 뇌교육 방법의 이해와 실천·································66
• (2) 뇌교육 목표의 수용········································71
• 3. 뇌교육 교사로서 단단해지기···································74
• 1) 순환적 자기 성찰············································75
• (1) 수업에 대한 반응의 수용···································75
• (2) 내부의 목소리에 귀기울이기································79
• 2) 자기 개발··················································83
• (1) 뇌교육 전문가 되기········································83
• (2) 내면의 힘 기르기··········································87
• Ⅴ. 뇌교육 교사의 실천적 지식 형성과정의 구조···········91
• 1. 내면적 지식 형성·············································91
• 1) 체험의 의미화···············································92
• (1) 무한한 가능성의 인정······································92
• (2) 성장의 추구···············································96
• 2) 신념의 형성···············································101
• (1) 뇌교육에 대한 신념·······································102
• (2) 자기 자신에 대한 신념····································106
• 2. 방법의 탐색과 실행···········································108
• 1) 교수방법의 체득············································109
• (1) ‘수업의 재미를 알게 하기’ ··································110
• (2) ‘전체 보기’ ···············································115
• 2) 정성들이기·················································121
• (1) ‘항상 깨어있기’ ···········································121
• (2) ‘기다려주기’ ··············································125
• Ⅵ. 뇌교육 교사의 실천적 지식 형성과정의 교육적 의미···132
• 1. 소외 없는 교육··············································132
• 2. 다면적 소통과 가치의 재발견··································135
• 3. 홍익인간정신의 지행일치·····································140
• Ⅶ. 요약 및 결론·······································145
• 1. 요약·······················································145
• 2. 결론·······················································148
• 참고문헌 ·························································151
• ABSTRACT ·····················································165