내러티브 활용을 통한 교과교육론 구성 방향의 탐색
In Search of the tentative theory on Subject Matter Education through Narrative
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교육의 핵심을 형식적으로 진술해보면 교사가 교과를 제대로 가르치는 일이다. 교과를 가르치는 일은 교과교육론 구성의 소재이다. 이 구성의 맥락에서 교사는 중요한 역할을 해야 한다. 기존의 교과교육은 합리주의적 패러다임에 편향되어 왔다. 최근에 브루너가 제안하는 내러티브 사고 양식은 교사와 학생의 상호작용, 교과교육의 방향, 교사의 역할에 대한 새로운 관점을 제공해 준다. 내러티브의 교육적 중요성을 새롭게 인식하고 그 구체적인 교과교육론 속에서 교사의 올바른 역할을 논의하여 새로운 교사론 구성의 가능성을 논의할 시점에 있다. 이제 교육학 분야, 특히 교사교육 영역에서 새로이 논의되고 있는 내러티브를 적극적으로 활용하여 교과교육과 교사양성의 새로운 패러다임을 구성할 필요가 있다.
Abstract
The purpose of this study is to search the suggestion and the implication of tentative theory on subject matter education through Narrative. There are many critics about the nature and tendency of the theory on the subject matter education. Narrative, in this study focuses on intention and motive, agency, and mode of thinking in context of teaching-learning. Bruner emphasizes narrative thinking as tool and conceptual lens considering curriculum design and teaching. In context of construing a subject education, teacher's role, and new notion of teacher preparation. From this work on narrative and narrative thinking has grown a new, perhaps a revolutionary insight. It is this: in theorizing about the practice of education in the classroom, you had better take into account the narrative that those engaged in teaching and leraning already have. In this article we suggest teacher's five roles in context of teaching and learning a subject. Theses five roles should be integrated into teaching-learning situation.
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