중등 예비교사 대상 융복합 교육 프로그램의 개발과 적용:국어, 수학, 과학 전공자의 협력을 중심으로

Abstract

One of the key issues of secondary school curriculum innovation in Korea is interdisciplinary education and therefore in turn the development of teachers’expertise with interdisciplinary education is also becoming an important factor. That said, curriculum or programs for interdisciplinary education of the teacher education are insufficient. This study explained the case of a college of education which has developed and implemented an interdisciplinary education program as a part of it innovating its curriculum, and suggested a revised version of the program. The project to support innovation of curriculum at the college of education was used as the basis for carrying out the interdisciplinary education program in this. In addition, the implementation of the program was made thanks to the cooperation among professors of Korean language, mathematics, physics, and chemistry as well as the prompt administrative support from the college and the university headquarter. The program consisted of four sessions and it was inserted into a lecture‘Instructional Materials & Teaching Methods’which were commonly taught by four professors in their major. During the program school teachers who are actually practicing interdisciplinary teaching were involved in order to provide feedback on pre-service teachers’lesson plans and teaching practice. The program consisted of one session of lecturing on‘the meaning and types of interdisciplinary teaching’, two sessions on student teachers’planning & implementing interdisciplinary teaching, and one session on sharing and assessing the practices. The program was rolled out to 102 pre-service teachers in the autumn term of 2017. In order to measure the effectiveness of this program, the study conducted a survey before and after its implementation. The statistical results of the survey showed that the pre-service teachers improved both in their confidence in planning interdisciplinary lessons and in their cooperation with peers from different academic backgrounds. Also improved was their understanding of the meaning and need for interdisciplinary teaching. In this study, the professors wrote a class diary during the program sessions to reflect pre-service teachers’feedback. The study also had a meeting with the mentor teachers to evaluate the program. Based on this feedback and evaluation, this study suggested a revised program that will be implemented this autumn term, 2018. This study will include the implications to curriculum innovation of other colleges of education as well as the development of an interdisciplinary teaching program for in-service teachers.