An Analysis of the Social Studies Teacher Education Curriculum in Korea
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초록
The objective of the present study is to analyze the characteristics of the curricula for social studies teacher education in Korea and to seek directions for improvement of the curricula. The present study compared and analyzed the curricula of sixteen colleges of education through their course catalogues. Their curricula consist of courses in liberal arts, major studies, and ‘student teaching.’ Major courses provide prospective social studies teachers with courses in ‘social science content knowledge’ and ‘social studies education’ (teaching of social studies). The results of this study are as follows. First, major courses in social studies education departments focus on ‘social science content’ knowledge, such as: political science, economics, sociology, anthropology, and law. Thus, more courses in ‘social studies education’ should be developed and offered. Second, among the courses in content knowledge, courses in Society & Culture prevail and courses in law are offered less. Third, the duration of the student teaching practicums is too short. The period should be extended in order to enhance the student teachers' competencies as future teachers.
Abstract
The objective of the present study is to analyze the characteristics of the curricula for social studies teacher education in Korea and to seek directions for improvement of the curricula. The present study compared and analyzed the curricula of sixteen colleges of education through their course catalogues. Their curricula consist of courses in liberal arts, major studies, and ‘student teaching.’ Major courses provide prospective social studies teachers with courses in ‘social science content knowledge’ and ‘social studies education’ (teaching of social studies). The results of this study are as follows. First, major courses in social studies education departments focus on ‘social science content’ knowledge, such as: political science, economics, sociology, anthropology, and law. Thus, more courses in ‘social studies education’ should be developed and offered. Second, among the courses in content knowledge, courses in Society & Culture prevail and courses in law are offered less. Third, the duration of the student teaching practicums is too short. The period should be extended in order to enhance the student teachers' competencies as future teachers.
참고문헌 (8)
- Adler, S., "The education of social studies teachers, In Handbook of Research in Social Studies Education", pp.329~351 (2008), Routledge
- Gross, R. E., "Social Science Perspectives on Citizenship Education" (1991), Teachers College Press
- Kim, W. S., "The Current Curriculum Operation of the Departments Relating Social Studies Education of the Four Year Colleges in Korea", The Journal of Recearch for Human Development, 24, pp.163~189 (1996)
- Korea Institute for Curriculum and Evaluation, "Social Studies Teacher Qualification Standards (SSTQS)" (2008), KICE
- Ministry of Education, Science, and Technology, "2011 Teacher Education Institutions in Korea" (2011), EST
- National Council for the Social Studies, "National Standards for Social Studies Teachers" (2000), NCSS
- National Council for the Social Studies, "Curriculum Standards for Social Studies: Expectations of Excellence" (1994), NCSS
- Ross, E. W., "The Struggle for the Social Studies Curriculum, In The Social Studies Curriculum: Purposes, Problems, and Possibilities", pp.17~36 (2006), SUNY Press