고등학교역사교사의 내용지식과 교수내용지식에대한탐색

Abstract

This study, using an ethnographic research method on three high-school teachers, specifically observes how content knowledge and pedagogical content knowledge differ depending on history teachers. Followings are the organized contents that were discussed. History teachers acquire necessary content knowledge for class through books, university lectures and inspecting their colleagues’lectures. Content knowledge was useful in teaching historical facts and concepts accurately and constructing a historical flow of the context. Also, it was useful in making class materials such as various examples and stories that are required for instruction. There were differences, depending on how a history teacher has set the purpose of history education and the direction of the class, in quality and quantity of pedagogical content knowledge. History teachers consult essential contents and concepts in the textbook for understanding, through content knowledge, the subject content. History teachers had their own opinion on the content and organization of the textbook but those who were more experienced grasped the descriptive problems in detail. Based on this, history teachers displayed proficiency in adjusting and supplementing class contents. Also, history teachers took the student’s characteristic in to consideration when choosing the class content and purpose. The more experience a teacher has, the more importance they placed on students. History teacher utilized various pedagogical content knowledge in a lecturebased class. In the process of choosing useful pedagogical content knowledge, inexperienced teachers consulted to theories of university or postgraduate school whereas experienced teachers, rather than theories, tried to apply good methods ,learned by inspecting lectures of colleagues, in actual class. In order to apply various explanation methods in actual class, appropriate selection and adjustment is required for the teacher and this ability can be acquired through various class experience. Therefore, it has been confirmed that history teachers require ongoing investigation, such as participating in an academic meeting or research study, based on personal studies. Also, history teachers, considering the students prior knowledge of the subject and their interest, should design sufficient plans and a systematic lesson. As this study was targeted towards three high-school teachers, it would be difficult to apply the study result as a common characteristic of a middle-school history teacher. But the general tendency that those who have more experience have a more broader range of content knowledge and pedagogical content knowledge has been verified. Various field case studies, that can grasp the relationship between teacher factors and class, should be performed and an effective plan and teacher factors for improving class should be developed .