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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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What are recommended qualities for a good history teacher? How can we, teacher educators, provide the best education program for future history teachers? These have been the questions to be answered for the raison d'etre for all colleges of education in Korea. especially, for College of Education, Seoul National University, as a leading teacher education institute. Since COE was incorporated into SNU as a college in 1975, it has had to find ways of identifying its role of teacher education and of providing curriculum different from other colleges, such as colleges of humanities, natural sciences, and social sciences.
So called subject matter education course, to provide practical knowledge of a discipline for teaching related secondary level school subjects, was introduced as a possible solution. Since its introduction, however, definition and role of SMEC have been debated among educators, disciplinarians, and its advocates. Shulman's concept of pedagogical content knowledge was a solid theoretical background for SMEC, which, now, is getting firmer ground than ever as an essential element in teacher education program.
But misunderstanding and misinterpretation continued. It can hardly be said that we have agreed upon theoretical evidences, let alone empirical proofs, of its effects on preparing a good teacher. As far as history teacher education program concerned, instead of introducing new SMEC's or increasing its numbers for requirement, I suggested that research-oriented, in-depth courses for historical inquiry experiences, focusing on reorganizing contents for teachable knowledge, should be emphasized.
So called subject matter education course, to provide practical knowledge of a discipline for teaching related secondary level school subjects, was introduced as a possible solution. Since its introduction, however, definition and role of SMEC have been debated among educators, disciplinarians, and its advocates. Shulman's concept of pedagogical content knowledge was a solid theoretical background for SMEC, which, now, is getting firmer ground than ever as an essential element in teacher education program.
But misunderstanding and misinterpretation continued. It can hardly be said that we have agreed upon theoretical evidences, let alone empirical proofs, of its effects on preparing a good teacher. As far as history teacher education program concerned, instead of introducing new SMEC's or increasing its numbers for requirement, I suggested that research-oriented, in-depth courses for historical inquiry experiences, focusing on reorganizing contents for teachable knowledge, should be emphasized.
목차
1. 서언
2. 해방 이후 역사교사양성 체제의 형성과 여건
3. 교과교육학과 사범대학 교과과정의 독자성
4. 진전 혹은 회귀 ?
5. 결어
Abstract
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