Social Studies Education in Australia-Teachers’ Perspectives on the Nature of Social Studies Education
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초록
이 연구는 호주 고등학교 사회과 교사들이 사회과 교과 성격에 대해 어떻게 이해하고 있는지를 조사하기 위해 수행되었다. 이 연구는 500명의 호주 고등학교 교사들을 대상으로 한 질문조사 방식을 사용하였으며, 수집된 자료는 카이제곱 검정과 분할표를 이용하여 분석하였다. Vinson(1998)과 박형준(2005)의 연구 결과와 마찬가지로, 호주 사회과 교사들은 시민성 전달과 사회 과학으로서의 사회과 전통보다 반성적 탐구, 사회 비판, 개인 발달로서의 사회과 전통을 더욱 선호하고 있는 것으로 나타났다. 계산 범주에서의 선호 순서는 사회 비판(34.3%), 반성적 탐구(21.1%), 개인 발달(16.0%)이었으나, 선택 범주에서의 선호 순서는 개인 발달(44.6%), 반성적 탐구(25.7%), 사회 비판(19.4%)으로 역전되었다. 이런 결과는 호주 교사들이 묵시적 또는 무의식적으로는 사회 비판을 지지하지만, 명시적 또는 의식적으로는 개인 발달을 선호한다는 것을 함의한다. 마지막으로 호주의 사회역사적 맥락에 기초하여 발견 결과들에 대한 개연성 있는 해석들이 논의되었다.
Abstract
The purpose of this research was to explore the various ways in which social studies teachers in Australian high schools understand the nature of social studies education. The data from this study, which was based on a survey of five hundred high school social studies teachers in Australia, was analysed with chi-square tests and cross-tabulation. As in the research done by Vinson (1998) and Park (2005), Australian social studies teachers were found to have a strong preference for social studies as Reflective Inquiry, Informed Social Criticism and Personal Development, rather than as Citizenship Transmission and Social Science. The order of preference in the calculated categories was Informed Social Criticism (34.3%), Reflective Inquiry (22.9%), and Personal Development (16.0%), but in the selected categories it was reversed: Personal Development (44.6%), Reflective Inquiry (25.7%), and Informed Social Criticism (19.4%). These results imply that Australian teachers appear to uphold the tradition of Informed Social Criticism unconsciously or implicitly, while supporting the tradition of Personal Development consciously or explicitly. A plausible interpretation of the results was discussed on the basis of Australia’s socio-historical context.
참고문헌 (18)
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