라캉의 거울단계이론에 따른 과학교사교육자의 초등과학교육론 강의 변화에 대한 탐색

Abstract

As a science teacher educator, the researcher intended to explore change in the lecture on Elementary Science Education Theory according to Lacan’s Mirror Stage. For 14 years of delivering the lecture on Elementary Science Education Theory, the researcher has kept a lecture journal and interviewed many pre-service teachers, and this exploration is based on the journal and interview details. By the time when first teaching Elementary Science Education Theory, the researcher failed to find out his inner competency built through his experience as a high school science teacher, and started his career at Imaginary, the first stage according to Lacan’s Mirror Stage, as a science teacher educator, which was his outward appearance reflected in the mirror and an incomplete state as well. Afterwards, while making the primary change in his lecture plan on Elementary Science Education Theory, the researcher entered Symbolic, the second stage according to Lacan’s Mirror Stage, which is the real world where languages and norms dominate. Based on the existing theory books published, the researcher looked into details that should be dealt with in Elementary Science Education Theory, believing that he could teach anything fixed in a coded form. It was found that the researcher is making the secondary change in his lecture at present, and has developed his own teaching materials through his escape into Real, the third stage, and even experienced Jouissance that he rejects the existing rules and leads his class in a new way. However, some pre-service teachers are still making demands for the researcher’s lecture, which has become a stimulus for the researcher to seek for Real, the third stage according to Lacan’s Mirror Stage.