중등 예비교사의 수업 성찰에서 드러난 교수내용지식(PCK) 탐색

Abstract

This study investigates how pre-service Earth science teachers recognize and reflect upon their Pedagogical Content Knowledge (PCK) through post-lesson reflection conferences conducted during their teaching practicum. Five pre-service teachers participated in these reflection sessions, which were recorded and transcribed for analysis. Using PCK-related keywords, the researchers conducted textual analysis and semantic network analysis. In particular, Term Frequency-Inverse Document Frequency (TF-IDF) scores were calculated, and the Gephi software was employed to visualize the keyword network, enabling the identification of conceptual clusters that represent the teachers' patterns of awareness. The findings revealed that pre-service teachers focused on various aspects of PCK, such as instructional practices aimed at promoting conceptual understanding and student engagement, instructional strategies and resources that facilitate teacher-student interaction, classroom environments that support student participation and collaboration, and the challenges of managing scientific inquiry-based lessons. Their reflections highlighted key areas such as conceptual explanations, strategies for eliciting student responses, teacher-student interactions, the effective use of instructional materials, and time management during experimental activities. In particular, difficulties with time allocation and addressing student misconceptions were frequently discussed in the context of laboratory-based instruction. Based on these findings, the study suggests the importance of structured reflection conferences in deepening pre-service teachers' awareness of PCK, the role of teaching practicum in facilitating the development of PCK, and the need for mentor teachers to share clear evaluative perspectives during lesson debriefings.