어느역사교사의‘가르치기 위한지식’연구 -내용교수지식(PCK)과교수학적 전환(DT), 그리고실천지식-

Abstract

The objective of this research is to shed light on what pedagogical knowledge is and its theory and practice are. Pedagogical knowledge of history teacher can be defined as the one used to transform the key points of each theme of history to help students understand them well, which is combined with content knowledge, knowledge of learners, curricular knowledge, knowledge of educational contexts, knowledge of educational method, and so on. Teachers with highly developed pedagogical knowledge can link historical contents with daily experience of students and reconstruct them through appropriate comparisons and examples and guide students to the intended direction by easily catching which part students have difficulty understanding. To teach effectively, teachers should accumulate their own teaching experiences and share the practical knowledge with other history teachers. The text provided a brief insight into“ Pedagogical Content Knowledge”and “Didactic Transposition”as well as some pedagogical knowledge I’ve given a lot of thoughts on and tried. Although my practical knowledge is individual and hard to bridge with the theory, I tried to introduce some pedagogical knowledge and examine them not only to narrow the gap between theory and practice but promote this Action Research. Every history teacher has their practical“ pedagogical history knowledge”in real classes, which makes teachers give quite different lecture even with the same content. Limited to teachers’individual experiences and studies, pedagogical knowledge drawn from them is neither being accumulated nor shared effectively among teachers. It is desperate to open history teachers’ personalized pedagogical knowledge and share them to offer more alive and concrete history class to students. It is recommended that by keeping monitoring their own class, teachers try to find out what kind of questions motivated students, what kind of themes were too simplified or distorted and what kind of contents could be easily explained though comparison, metaphor and examples. Through this process, teachers should share what they have found reasonable and effective. It is also necessary to compile these individual history teachers’ “practical pedagogical knowledge”and theorize it.