초등교사가 지리수업에서 겪는 딜레마와 대응 양상

Abstract

Although discussions about class are becoming richer every day, there are few studies on what dilemmas teachers experience in elementary geography class or on how they cope with the dilemmas. However, in order to deeply understand class, it is essential to understand teaching dilemmas of teachers who plan, practice and reflect on the class. To this end, this study tried to explore dilemmas of fifth grade teachers teaching Korean geography and sixth grade teachers teaching world geography, and their coping aspects. As a result, elementary teachers experienced dilemmas owing not only to absence of a sense of purpose for geography education and real problems making it difficult to achieve the purpose/objective, but also to immensity of the amount of learning, difficulty of content, and lack of understanding. In addition, they experienced dilemmas related to the way of efficiently teaching a large amount of content and non-realistic evaluation requiring memorization of knowledge. In sum, elementary teachers turned out to experience various dilemmas related to the purpose/objective, content, method and evaluation of class while planning, practicing and reflecting on geography class. They were accumulating practical knowledge trying to practice better class through their own coping aspects. This study expects discussions about the direction of geography education for reducing teaching dilemmas to be considered in the development of elementary geography curriculums and textbooks.