메타포를 통해 본 유아교사의 ‘교육과정’에 대한 실천적 지식의 한계
(주)학지사
- 최초 등록일
- 2017.02.01
- 최종 저작일
- 2016.08
- 19페이지/ 어도비 PDF
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서지정보
ㆍ발행기관 : 한국보육지원학회
ㆍ수록지정보 : 한국보육지원학회지 / 12권 / 4호
ㆍ저자명 : 이경화
목차
Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 논의 및 결론
참고 문헌
한국어 초록
영어 초록
Teacher’s practical knowledge is potentially relevant to the teaching practice in
his/her classroom. The research explored early childhood teachers’ practical
knowledge of ‘curriculum’ via conceptual metaphors. The participants (N=348)
completed a prompt, “Curriculum is like A because B” and then the metaphors
were analyzed according to the procedure proposed by Moser (2000). The analysis
found that 8 themes (i.e. ‘educational basis’, ‘learning opportunity’, ‘educational
material’, ‘difficulty’, ‘change’, ‘pre-determination’, ‘discordance’, and ‘reconstruct
-ion’) were the underlying conceptions signified in those metaphors. The
implications regarding early childhood teachers’ practical knowledge were discussed
on the perspective of post-modern curriculum. Moreover, it recommended the
practical knowledge based approach for early childhood teacher education, and
transformation of current policy for program evaluation relevant to curriculum
conceptualization.
참고 자료
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