역사교사가 되어간다는 것은 무엇인가? - ‘역사교사 되어가기’ 체험에 관한 현상학적 사례 연구- (What is becoming a history teacher? - A Phenomenological Case Study on the 'Becoming a History Teacher' Experience -)

서지정보

· 발행기관 : 역사교육학회
· 수록지 정보 : 역사교육논집 / 78호 / 1 ~ 55페이지
· 저자명 : 손석영

초록

This article is the result of researching a 34-year veteran teacher's educational life by using phenomenological case study methods to find answers to the question of "What is it like to be a history teacher and what is the meaning of it?" As a result of the Kim YoHan teacher's story, becoming a history teacher was a process of continuous change in teaching, learning, and behavior, a process of growing up together in a network of past and present agent. It was also a process of becoming a researcher on his own educational practice while creating his identity as a researcher.
The story of becoming a history teacher derived from the Kim YoHan teacher's educational life story reminds us that we need to think about what professionalism is in a fluid process of personal and collective reflective practice, away from fixed concepts such as pedagogical content knowledge. In particular, history teacher Kim YoHan demonstrated the possibility that applying an educational policy to suit one’s history class through the sense-making process, which is an active interpretative practice, could be an important professionality for a history teacher. The findings also indicated that exploring the common and distinct parts of historical researchers, historical education researchers, and historical teachers' professionality would be an important task. because History teacher are good learners and researchers of their own teaching practice Based on this study, I suggested that Preservice history teacher training courses, history teacher certification tests, and history teacher retraining courses should all be considered as History Teacher’s "Bildung" courses to Facilitate reflect and design history teachers' own curriculum. I hope that this study can help the history teacher to reflect on his or her educational life, or that the history education researchers inquiry the history teacher's life itself.

영어초록

This article is the result of researching a 34-year veteran teacher's educational life by using phenomenological case study methods to find answers to the question of "What is it like to be a history teacher and what is the meaning of it?" As a result of the Kim YoHan teacher's story, becoming a history teacher was a process of continuous change in teaching, learning, and behavior, a process of growing up together in a network of past and present agent. It was also a process of becoming a researcher on his own educational practice while creating his identity as a researcher.
The story of becoming a history teacher derived from the Kim YoHan teacher's educational life story reminds us that we need to think about what professionalism is in a fluid process of personal and collective reflective practice, away from fixed concepts such as pedagogical content knowledge. In particular, history teacher Kim YoHan demonstrated the possibility that applying an educational policy to suit one’s history class through the sense-making process, which is an active interpretative practice, could be an important professionality for a history teacher. The findings also indicated that exploring the common and distinct parts of historical researchers, historical education researchers, and historical teachers' professionality would be an important task. because History teacher are good learners and researchers of their own teaching practice Based on this study, I suggested that Preservice history teacher training courses, history teacher certification tests, and history teacher retraining courses should all be considered as History Teacher’s "Bildung" courses to Facilitate reflect and design history teachers' own curriculum. I hope that this study can help the history teacher to reflect on his or her educational life, or that the history education researchers inquiry the history teacher's life itself.

참고자료

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