과학 교사 교육자의 역할에 대해 야누스적 관점으로 전환하기
Transforming a Science Teacher Educator’s Thinking of Roles into Janusian Perspectives
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This study examined what conflicts transform a science teacher educator’s thinking of roles into Janusian perspectives, through an autobiographical inquiry process based on the educator’s lecture note and elementary pre- service teachers’ inquiry diaries. The teacher educator serving as the subject for this study has worked for a decade to play the role of fostering elementary school teachers. The findings are as follows: first, regarding the role of the “teacher of teachers,” the educator discussed in the regressive step mainly on how to cause interest, but in the synthetic step came to show a change of thinking into a Janusian perspective that scrutinizes both scientific knowledge and teaching methods; second, regarding the role of a “researcher,” the educator’s discussion in the regressive step focused on the importance of such a role rather than on teaching, but in the synthetic step came to have a Janusian perspective by which one can derive at once the research ideas from teaching and the teaching ideas from researching; third, regarding the role of a “curriculum developer,” the educator in the regressive step valued an inquiry- based curriculum, but in the synthetic step of closing a lecture came to have a Janusian perspective that deals both with inquiry and theory; and finally, regarding the role of an “emotional mentor,” the educator in the regressive step was unable to find a substantive emotional role, but in the synthetic step of closing a lecture came to have a Janusian perspective that considers the teacher educator’s and the pre-service teachers’ stories alike.
Abstract
This study examined what conflicts transform a science teacher educator’s thinking of roles into Janusian perspectives, through an autobiographical inquiry process based on the educator’s lecture note and elementary pre- service teachers’ inquiry diaries. The teacher educator serving as the subject for this study has worked for a decade to play the role of fostering elementary school teachers. The findings are as follows: first, regarding the role of the “teacher of teachers,” the educator discussed in the regressive step mainly on how to cause interest, but in the synthetic step came to show a change of thinking into a Janusian perspective that scrutinizes both scientific knowledge and teaching methods; second, regarding the role of a “researcher,” the educator’s discussion in the regressive step focused on the importance of such a role rather than on teaching, but in the synthetic step came to have a Janusian perspective by which one can derive at once the research ideas from teaching and the teaching ideas from researching; third, regarding the role of a “curriculum developer,” the educator in the regressive step valued an inquiry- based curriculum, but in the synthetic step of closing a lecture came to have a Janusian perspective that deals both with inquiry and theory; and finally, regarding the role of an “emotional mentor,” the educator in the regressive step was unable to find a substantive emotional role, but in the synthetic step of closing a lecture came to have a Janusian perspective that considers the teacher educator’s and the pre-service teachers’ stories alike.
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