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PCK 관점에서 사범대학의 교육과정에 대한 예비과학교사의 인식 및 요구 탐색 -A 대학교 사례를 중심으로-

An Exploration of Pre-service Science Teachers’ Perceptions and Needs for the Curriculum of College of Education from the Perspective of PCK : Focusing on the case of University A

김민환|김성훈
교과교육연구소 (Research Institute of Curriculum & Instruction)|2024.02|교과교육학연구 (Journal of Research in Curriculum Instruction)|제28권 제1호|pp. 94-108|DOI 10.24231/rici.2024.28.1.94

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키워드

교육과정사범대학College of Education예비과학교사Pedagogical Content Knowledge (PCK)Teacher Training Curriculum교과교육학지식(PCK)Pre-Service Science Teacher

초록

이 연구에서는 수도권에 소재한 A 대학교의 사례를 중심으로 PCK의 관점에서 사범대학 교육과정에 대한 예비과학교사의 인식과 요구를 조사하였다. A 대학교의 사범대학 화학교육과에서 졸업을 앞둔 예비교사 10명이 연구에 참여하였다. 설문지를 이용해 예비교사들이 이수한 과목과 교육 경험을 조사하였고, 반구조화된 면담을 실시하였다. 지속적 비교 방법으로수집한 자료를 분석하였다. 분석 결과, 예비교사들은 교육과정에 대한 지식의 측면에서 이론적인 지식만이 아니라 교육과정을 분석하거나 구성하는 활동이 필요하다고 하였으며 수업 설계 과정에서 교육과정을 더욱 적극적으로 고려하도록 강조가필요하다고 하였다. 학생에 대한 지식의 측면에서는 수업 시연과 실제 수업에서 학생을 고려하는 양상이 달랐다. 또한 예비교사들은 전공 교과에 대한 교수 활동이 이루어지는 상황에서 실제로 학생을 접하는 기회가 확대될 필요가 있다고 하였다. 예비교사들이 사범대학의 교육과정에서 계획하고 실행했던 평가는 구성주의적 평가와 거리가 멀었다. 예비교사들은 실제 학생을 대상으로 한 평가 전반의 과정을 고르게 경험할 수 있는 기회가 필요하다고 하였다. 교수전략에 대한 지식 측면에서는 수업 모형에 대한 선입견으로 실제 수업에서 수업 모형을 적극적으로 활용하지 못하였다. 그리고 사범대학의 교육과정 전반에서 중고등학교 교육과정에서 다루는 실험을 접해 볼 수 있는 경험이 부족하다고 하였다. 이상의 결과를 바탕으로 사범대학의 교육과정을 개선하기 위한 방안을 논의하였다.

Abstract

In this study, we investigated pre-service science teachers’ perceptions and needs for teacher training curriculum from the perspective of PCK focusing on the cases of University A located in the metropolitan area. Ten pre-service teachers who were about to graduate at a college of education participated in this study. The courses taken by the pre-service teachers and their educational experiences were investigated using a questionnaire. Semi-structured interviews were also conducted. The collected data were analyzed using the constant comparative method. The analyses of the results indicated that they wanted not only theoretical knowledge but also activities to analyze or organize curriculums in the aspect of the knowledge of curriculum. They also said that the curriculum should be emphasized to consider more when designing lessons. In the aspect of the knowledge of students, they considered different aspects of students each in teaching demonstration and actual teaching. In addition, they said that it was necessary to expand opportunities to teach students in situation of teaching major subjects. Assessments planned and enacted by them in science teacher training curriculum were found to be far from constructive assessments. They wanted opportunities to practice the overall processes for student assessments. In terms of knowledge of instructional strategies, they could not actively use instructional models in actual teaching due to their preconceptions of instructional models. They had less opportunities to experience scientific experiments covered in secondary curriculum in the overall science teacher training curriculum. On the bases of the results, some ways to improve science teacher training curriculum are discussed.

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