수업 재구성을 통해 본 역사 교사 지식 (History Teacher Knowledge Observed through the Reconstruction of Class)

서지정보

· 발행기관 : 역사교육학회
· 수록지 정보 : 역사교육논집 / 62호 / 3 ~ 46페이지
· 저자명 : 윤지양

초록

While there may be differences in the extents, all history teachers reconstruct their classes. Especially, after the introduction of the 7th Curriculum, the paradigm of education has been changed, and the autonomy of the educational entities has extended greatly in teaching and learning processes. For this, the trend is becoming stronger, where the teachers as not seen as the deliverer of knowledge but as the decision maker, modifier of knowledge, and active creator of contents.
In history education, reconstruction of class has been an important matter. The variability of the knowledge on history itself, the potentiality, and the descriptive nature were pointed as the reasons why reconstruction of class is needed. It has also been emphasized as the process of discussing the history teachers professionalism and making a better history class. Also, reconstruction is also needed to embrace various demands for changes in history education in the field. For this reason, the history teachers should use their expertise and skills to reconstruct the classes in order to serve the specific situations of their own. It has become a very import task for the teachers, how they should decide the contents and methods of the education, practice them, and evaluate them.
If so, what is the decisive factor that affect the reconstruction of class? There would be beyond doubt that they are the teachers. The teachers, in the process of class reconstruction, use their best judgment, choices, and their knowledge on the internal and external factors in the class room. There, this complicated set of evaluations is affected by the cognitive function of the teachers, and the key factor in this process is nothing other than the expert knowledge base of the teachers. That is, the key factor of the reconstruction classes is the ‘knowledge of the teacher.’ Until now, there have been many attempts to analyze the knowledge of history teachers, and the cognitive basis of history teachers was presented in the theoretical aspect. Through studies on actual teaching cases, it was attempted to solidify the knowledge of history teachers, and it was attempted to explain the teachers professionalism through this. Also, as a strategy to train future teachers, it was attempted to evaluate the knowledge of teachers, as well.
The achievements from these studies are as follows; the knowledge of history teachers that could affect the reconstruction of the classes can be classified into four domains. First, in all studies, the knowledge on the contents of the history subject had the highest ratio. Second, knowledge on the pedagogy and teaching method for the history classes are necessary. Third, the reconstruction of class reflects the understanding of the teacher on the students, or the understanding on the classroom or the school situation. Lastly, in the case of history subject, the philosophical basis of the teacher is emphasized. Based on this, the cognitive background of a history teacher can be referred to as the ‘history teacher knowledge.’ Based on the discussions above, in this study, the knowledge characteristics of three history teachers were analyzed through the actual cases of reconstruction of class. The three sample teachers had the opportunities to reconstruct the history classes through years of research group activities. Therefore, they provided good examples to understand the history teacher knowledge. By examining the process of reconstruction of the three different teachers for the same topic, it was possible to see the history teacher knowledge at work in the four aspects of history teacher knowledge, such as the history knowledge, history teaching method, understanding of the student, and history class orientation.
The examination of the history teacher knowledge at work in making choices and judgements for the process of reconstruction the class would provide useful ideas to other history teachers in their reconstruction works. And, it would be helpful for enhancing the expertise and finding concrete evidences.

영어초록

While there may be differences in the extents, all history teachers reconstruct their classes. Especially, after the introduction of the 7th Curriculum, the paradigm of education has been changed, and the autonomy of the educational entities has extended greatly in teaching and learning processes. For this, the trend is becoming stronger, where the teachers as not seen as the deliverer of knowledge but as the decision maker, modifier of knowledge, and active creator of contents.
In history education, reconstruction of class has been an important matter. The variability of the knowledge on history itself, the potentiality, and the descriptive nature were pointed as the reasons why reconstruction of class is needed. It has also been emphasized as the process of discussing the history teachers professionalism and making a better history class. Also, reconstruction is also needed to embrace various demands for changes in history education in the field. For this reason, the history teachers should use their expertise and skills to reconstruct the classes in order to serve the specific situations of their own. It has become a very import task for the teachers, how they should decide the contents and methods of the education, practice them, and evaluate them.
If so, what is the decisive factor that affect the reconstruction of class? There would be beyond doubt that they are the teachers. The teachers, in the process of class reconstruction, use their best judgment, choices, and their knowledge on the internal and external factors in the class room. There, this complicated set of evaluations is affected by the cognitive function of the teachers, and the key factor in this process is nothing other than the expert knowledge base of the teachers. That is, the key factor of the reconstruction classes is the ‘knowledge of the teacher.’ Until now, there have been many attempts to analyze the knowledge of history teachers, and the cognitive basis of history teachers was presented in the theoretical aspect. Through studies on actual teaching cases, it was attempted to solidify the knowledge of history teachers, and it was attempted to explain the teachers professionalism through this. Also, as a strategy to train future teachers, it was attempted to evaluate the knowledge of teachers, as well.
The achievements from these studies are as follows; the knowledge of history teachers that could affect the reconstruction of the classes can be classified into four domains. First, in all studies, the knowledge on the contents of the history subject had the highest ratio. Second, knowledge on the pedagogy and teaching method for the history classes are necessary. Third, the reconstruction of class reflects the understanding of the teacher on the students, or the understanding on the classroom or the school situation. Lastly, in the case of history subject, the philosophical basis of the teacher is emphasized. Based on this, the cognitive background of a history teacher can be referred to as the ‘history teacher knowledge.’ Based on the discussions above, in this study, the knowledge characteristics of three history teachers were analyzed through the actual cases of reconstruction of class. The three sample teachers had the opportunities to reconstruct the history classes through years of research group activities. Therefore, they provided good examples to understand the history teacher knowledge. By examining the process of reconstruction of the three different teachers for the same topic, it was possible to see the history teacher knowledge at work in the four aspects of history teacher knowledge, such as the history knowledge, history teaching method, understanding of the student, and history class orientation.
The examination of the history teacher knowledge at work in making choices and judgements for the process of reconstruction the class would provide useful ideas to other history teachers in their reconstruction works. And, it would be helpful for enhancing the expertise and finding concrete evidences.

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