사회과 교사의 교과서 활용 방식에 관한 질적 사례 연구

Abstract

The purpose of this study is to investigate how social studies teachers utilize the textbooks of the 7th social studies curriculum for classroom instruction. In order to study the purpose, I conducted a qualitative case study of a social studies teacher in a local high school. Qualitative data were gathered mainly by participant observation and semi-structured in-depth interviews, and analyzed by naturalistic methods. The concluding findings of this study are as follows. The observed curricular and instructional activities can be explained partly by the hypothesis of instructional optimization, called the "cognitive regulation process". The cognitive regulation process means a pedagogical adjustment, based on the criterion of "possibility of learning," that the teacher make in considering lesson targets, instructional environment, and his subject matter viewpoint. This study maintains that such cognitive regulation process results in the teacher' "practical knowledge in everyday life". A result of this study refined the teacher's optimization behavior in teaching activity through utility of social studies textbooks. The findings of this study implies the significance of the interplay among the textbook materials, the teacher's practical knowledge, and instructional environments, in understanding teaching and the desirable of teacher knowledge.