초등학교 교사의 교사용 지도서 활용 방식에 대한 연구 : 두 명의 미국 교사를 중심으로
Understanding American Teachers' Use of Teachers' Manuals: Two Case Studies
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초록
교수학습 과정에서 교사용 지도서는 교육과정과 교과서에 제시된 교육목적과 내용을 구체화한 자료로서 수업에서 무엇이 가르쳐질 것인가를 결정하는데 아주 중요한 역할을 하게 된다. 이 연구는 교사들이 수업에서 사용하는 교사용 지도서의 내용 구성 및 제시 방식을 체계적으로 연구하기 위한 첫 단계로서, 현직 교사들이 교사용 지도서를 어떻게 인식하고 활용하는지를 조사하는 것을 그 목적으로 하였다. 이를 위해 본 연구에서는 두 명의 미국 초등학교 교사가 수업에서 교사용 지도서를 활용하는 방식에 대한 분석을 통해 현재의 교사용 지도서가 교사가 수업을 계획하고 운영하는데 있어서 유용하지 않다는 점을 지적하였다. 그리고 이 분석 결과를 토대로 교사용 지도서가 교사에게 좀 더 유용한 자료가 되기 위해서는 교수 실제에서의 파트너 역할을 해야 한다는 것과, 이를 위해 교사용 지도서가 교사 학습의 주요 자료가 될 것을 제안하였다.
Abstract
This Study was initiated on the premise that it is necessary to create teachers' manuals with greater attention to offering pedagogical content knowledge in planning and guiding teachers' instructions. This study, as a first step to scrutinizing the teachers' manuals that needs to intertwine content and pedagogy for teachers, explored what teachers thought about this material. For this study, two elementary school classes were observed for three days and two teachers were interviewed. Every interaction and interview were recorded. The audiotaped interviews were transcribed, and all of the data sources were reviewed repeatedly until three themes were chosen. The results showed .that teachers' manuals were not effective in planning and guiding teachers' instruction. As one possible way to solve this problem, this study suggested a partnership between teachers and teachers' manuals. Also this study suggested teachers' manuals should play a role as a resource for teachers' learning about content and related pedagogical knowledge.
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