교사양성교육을 위한 교육철학 수업의 현황과 개선방안: 교육대학교 사례를 중심으로

Abstract

This study is concerned with what the philosophy of education course should do for pre-service teacher education. It has two purposes. On the one hand, it aims at understanding critically the current states and the problems of the philosophy of education course that comprises part of pre-service teacher education curriculum. On the other hand, it aims at exploring the possibility to construct common standard syllabi for improving the philosophy of education course. We limit the scope of this research to the cases of primary teachers collegesFirst, we examine the current curricular status of the course in the 11 National Universities of Education that educate primary teachers. It shows that the course is not established as required course in 6 Universities of Education, and that the course in the rest is integrated with history of education course. In most of cases, the number of credit hours of the course is not sufficient for guaranteeing good quality of classroom instruction. Then, we analyze 14 course syllab with respect to the course objectives, program contents, and instructional methods, which shows great diversity of course contents according to the individual instructors' academic interests. Secondly, we develop and propose the common standard syllabi for the philsophy of education course in two ways. One constructive principle is to contain as inclusively as possible the current course contents that are dealt with. According to this, the existing course syllabi contents are analyzed and categorized under the seven major themes. The other principle is to construct flexibly the course contents in a way as to pursue as consistently as possible the common course objectives, which is to form basic perspectives and philosophical mind toward education.