분수와 소수 관련 초등 예비 교사들의 PCK 실태 분석

Abstract

This study examined the status of the PCK (pedagogical content knowledge) of pre-service,elementary school teachers through analyses and interviews with students in a university of education. The research indicates: 1) the PCK of half of the pre-service, elementary school teachers registered below 50%; 2) the results indicate that subject matter knowledge is the highest, knowledge of students' understanding is in the middle, and pedagogical knowledge is the lowest in the test scores; 3) student teachers try to teach algorithms to elementary school students and are more familiar with the problem solving algorithm than with the concepts of fractions and decimal numbers; 4) the teachers do not seem to understand the various uses of fractions and decimal numbers; and 5) the teachers are not able to provide a variety of models when they attempt to teach the concepts to students. In conclusion, promising student teachers needs more PCK for fractions and decimal numbers, more interest in error correction for the students, and an ability to cope with the various unexpected difficulties that occur in the classroom. Pre-service, elementary school teachers soon become teachers. PCK development for them is related to the PCK development of unexperienced teachers. The results of this study could play a fundamental role in suggesting improvements in the curriculum of the university for the development of PCK, the necessity of study for unexperienced teachers, and research with respect to class analysis for the development of PCK.