개인적 실천 지식으로서의 교수기술의 의미와 형성과정 탐색
An inquiry into the meaning and the acquisition of teaching skills as a personal practical knowledge
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본 연구의 목적은 교수 연구 경향을 토대로 교수기술의 의미를 개인적 실천 지식과의 관련 속에서 논의하고 그 형성과정을 이론적으로 탐색해 보는 것이다. 이를 위해 먼저 교사는 교과에 관한 지식뿐만 아니라 이를 효과적으로 가르치기 위한 교수기술에 관한 이해를 필요로 함을 밝혔다. 교사는 최초 단계에서는 단순 반복 훈련에 의해서 ‘외면화’ 상태의 교수기술을 획득하지만 수년간의 지적 통찰과 도야의 과정을 거쳐 그것을 ‘내면화’ 상태의 교수기술로 발전시킨다. 교수기술은 학생의 학습을 촉진시키는 교사의 효과적인 교수행동과 밀접한 관련을 맺고 있으며 교사가 갖추고 있어야 할 주요한 자질 중 한 가지이다. 또한 교수기술이 수업의 전체적 맥락과 맞닿은 기능으로써 작용하기 위해서는 교사의 내면화된 지식으로 발달되어야 하며 교사는 그러한 기술을 실현하는데 필요한 개인적 실천 지식을 형성하고 있어야 함을 강조하였다. 향후 교사가 복잡하고 비구조화된 교실 상황에서 일어나는 문제를 해결하기 위해 어떻게 자신의 지식을 활용하는가에 대한 폭넓은 연구가 요구된다.
Abstract
The purpose of this article is to inquiry into the meaning and the acquisition of teaching skills on the basis of the current research on teaching. Teachers need to understand the teaching skills as well as the knowledge of subjects for it to be effective. Usually we hope teachers may develop their teaching skills as the personalized ones through considering intellectual insight and training for years. Because teaching skills correspond with the effective teachers' behavior to promote the student achievement. And also it is one of the important competency which make it possible to be professional. I suggested that teachers should be required to possess the personal practical knowledge to make an important function in classroom teaching even though it was just mechanical level at the beginning of one's career. Personal practical knowledge can help teachers making an appropriate decision which is embedded within particular local contexts. It can be dealt in further research how teachers use their own teaching skills in relation to teachers' personal practical knowledge to solve the problems in particular pedagogical situation.
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