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교원양성교육과정과 교원임용후보자 선정경쟁시험에 나타난 중등수학교사에게 요구되는 지식 분석: 교수를 위한 내용 지식을 중심으로

An Analysis of the Expected Content Knowledge for Teaching in Teacher Education Programs and Teacher Employment Tests for Secondary Mathematics

김은현|김래영
교과교육연구소 (Research Institute of Curriculum & Instruction)|2017.10|교과교육학연구 (Journal of Research in Curriculum Instruction)|제21권 제5호|pp. 610-623|DOI 10.24231/rici.2017.21.5.610

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참고문헌

키워드

교원양성content knowledge for teaching교수를 위한 내용지식국공립 중등학교 교사 임용후보자 선정경쟁시험(교원 임용시험)중등수학교사teacher preparationteacher employment testssecondary mathematics teachers

초록

본 연구는 교원양성과정과 교원임용후보자 선정경쟁시험 (이하 교원임용시험)에서 중등수학교사에게 어떤 교수를 위 한 내용지식(content knowledge for teaching)을 요구하는지 탐색함으로써 향후 교원양성 및 선발에 의미 있는 시사점을 얻고 자 한다. 이를 위해 국내 21개 사범대학 수학교육과의 교육과정과 12개년 교원임용시험 문항을 분석한 결과, 사범대학 수학 교육과 교육과정에서 모두 교과교육학이 교과내용학에 비해 여전히 비중이 낮은 편으로 그 비율은 학교마다 다소 차이가 있 지만 평균적으로 교과내용학이 교과교육학의 2.67배에 달하는 것으로 나타났다. 기본이수교과목이 10개 교과내용학과 1개 교 과교육학 과목으로 구성되어 있는 것과도 무관하지 않지만 대체로 교과교육학의 비중이 상대적으로 매우 낮음을 알 수 있 다. 또한 12개년 교원임용시험을 분석한 결과 시험체제 변화에 따라 조금씩 차이가 있기는 하지만 전체적으로 교과내용지식 의 비중이 교수학적 내용지식보다 현저히 높았으며 특정 지식 유형에 편중되는 현상을 보이고 있었다. 그러나 중등 수학과 교육과정의 변화에 따라 교원임용시험 문항에서 요구하는 지식 역시 단순한 기억과 이해보다는 적용, 분석, 평가를 기반으 로 하는 고차원적인 실천적 지식으로 변화하고 있는 긍정적인 측면도 있었다. 이러한 결과를 바탕으로 미래사회의 변화에 재 빠르게 대응하고 적응할 수 있는 교사를 양성하고 선발할 수 있는 교사교육에의 시사점을 얻었다.

Abstract

The purpose of this study is to investigate what content knowledge for teaching is expected for secondary mathematics teachers in teacher education programs and teacher employment tests. By using the framework developed by Ball, Thames, and Phelps (2008), we analyzed the required courses in 21 teacher education programs for secondary mathematics and test items in teacher employment tests between 2006 and 2017. As a result, we found that subject matter knowledge was more dominant than pedagogical content knowledge in both teacher education programs and teacher employment tests. Even for the pedagogical content knowledge represented in teacher employment tests, there were more items for knowledge of content and teaching than those for the other two different types of knowledge. We also noticed that the items required more higher-order thinking and practical knowledge. Along with the 2015 revised national curriculum, teacher preparation programs and teacher employment tests have shifted to respond to social changes and educational needs. This study gives meaningful implications for future teacher education and teacher recruitment.

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