실천적 지식의 탐색: 교사교육에의 함의와 문제

서지정보

· 발행기관 : 한국교원교육학회
· 수록지 정보 : 한국교원교육연구 / 27권 / 4호
· 저자명 : 김은주

목차

I. 서 론
Ⅱ. 실천적 지식의 개념과 특성
Ⅲ. 실천적 지식과 교사교육에의 함의
Ⅳ. 실천적 지식의 문제
Ⅴ. 결 론
참 고 문 헌

초록

교사 교육기관에서는 예비교사들에게 각종 전문지식과 기술, 교육자적인 신념을 습득시킴
으로써 교사의 전문성을 향상시키고자 한다. 하지만 교사 교육기관에서 이루어지는 직전교육
의 효과성은 생각만큼 크지 않다. 직전교육이 가정하는 이상성, 안정성, 일반성이 현실적이고,
돌발적이며, 특수한 교육현장과 부합되지 않기 때문이다. 직전교육과 교육현장의 괴리 속에서
신규교사들은 자신의 전문성에 대해 절망하고 직전교육의 효용성을 의심한다. 최근 교사들이
교육현장에서 경험을 통해 체득한 실천적 지식이 이러한 간극을 메워 교사의 전문성을 향상
시킬 수 있는 지식으로 각광받고 있다. 이에 따라 실천적 지식을 교사교육에 다양한 방식으
로 접목하고자 하는 시도들이 활발하게 이루어지고 있다. 하지만 실천적 지식 또한 많은 문
제를 가지고 있음을 주지할 필요가 있다. 실천적 지식의 문제는 현실 순응, 통제성, 맥락 부
적합 등으로 나타난다. 이러한 측면은 실천적 지식의 무분별한 적용에 대한 경계와 비판적
사고를 촉구한다. 기타 실천적 지식을 교사교육에 도입함에 있어 주의할 점들이 연구의 말미
에 제시되었다.

영어초록

Teacher education is concerned with the improvement of preliminary teacher's ability by
teaching many kinds of educational theories and techniques for education. However, it is
said that teacher education is not effective on the adaptation of preliminary teachers to
school situation. It is for the fact that the content of education learned in a school of
education is different from the request of educational situation. Educational theories are very
ideal. Scholars suppose that they can be used in every educational situations well, but there
are very practical aspects in schools and classrooms. Scholars suppose that educational
situation is stable, but there are too many urgent and sudden accidents. Scholars also
suppose that they can be generalized to every educational situations. However, the most of
the educational situation have their own unique and specific charateristics. In such a gap,
novice teachers have much difficulty to do their job. They feel that they are unable in
teaching students in front of such realistic, specific, special and sometimes urgent situations.
They are disappointed at their professional ability and also suspect the effect of the teacher
education programme.
Recently, many scholars have deep concern on the practical knowledge that is produced
by repetitive experiences of teachers in educational situation. It can make preliminary
teachers to have many lenses to look into the interior of schools and to understand the
educational situation conceretely. It can also make them to be possible to adapt to
educational situation easily. It can elevate the professionalism of teachers.
Teacher educators try to introduce practical knowledge to the programme of teacher
education through many kinds of methods. However, practical knowledge has its own
problems. The fact can be ignored if we will not be careful of it. The problems are revealed
as accommodation to educational situation, educational control and unsuitableness to the
context of education.
Practical knowledge can evidently supplement the educatioal theories learned in school of
education, but it is not perfact and it can not substitute for the educational theroies. It has
its own faults. Therefore, it is needed for us to be more critical when we use practical
knowledge.

참고자료

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