배경변인에 따른 중등 영어교사 교과교육학 지식 수준 비교 분석 연구

Abstract

This study examines the differences in Pedagogical Content Knowledge (PCK) among secondary school English teachers based on their background variables: gender, educational background, and teaching experience. The research aims to derive implications for teacher’s professional development in English education. The results revealed significant differences in specific PCK components across teacher background variables. Female teachers scored higher in student knowledge, while teachers with postgraduate degrees demonstrated higher scores in pedagogical knowledge, content knowledge, student knowledge, and environmental knowledge compared to those with only undergraduate degrees. Teachers with 10-15 years of experience outperformed those with less than five years experience in several PCK components, although less experienced teachers scored higher in assessment, curriculum, and environmental knowledge. These findings suggest that background variables play a crucial role in shaping teachers' knowledge and competencies. The study emphasizes the need for differentiated support in teacher education policies and highlights the importance of academic advancement and continuous professional development in enhancing teachers’ PCK. Limitations include sample size constraints and the challenge of fully capturing PCK's multidimensional nature through surveys alone. Future research should employ classroom observations, in-depth interviews, and longitudinal studies to explore the formation and development of teachers' PCK more comprehensively.