중등 영어교사의 교과교육학지식(PCK) 인식과 실천에 대한 질적 연구 분석

Abstract

This qualitative study explores Korean secondary English teachers’ perceptions and enactment of pedagogical content knowledge (PCK) in their classrooms. Through in-depth interviews, it investigates variations in PCK and its application, focusing on knowledge of teaching methods, expression, content, students, evaluation, curriculum, and context. Findings reveal that teachers dynamically reconstruct and adapt PCK based on situational factors and student needs. Teaching method knowledge was often used for content delivery and classroom management, while expression knowledge appeared as scaffolding and non-verbal cues. Content knowledge was shown through meaning packaging and subject expertise, and student knowledge was used diagnostically and for motivation. Evaluation knowledge was evident in real-time feedback and reflective assessment, while curriculum and environmental knowledge were adapted to class needs through material modification and contextual responsiveness. The study emphasizes PCK as practical, situated knowledge shaped by experience and context, advocating for teacher education programs that prioritize reflective, classroom-based approaches to address the complexities of teaching.