융복합적 수학수업에서 나타난 PCK 분석

초록

In this research, we reconceptualized PCK for Yungbokhap education (Y-PCK) based on the literature of PCK. Then, we applied the frame of the reconceptulaized PCK to investigate the PCK of two mathematics teachers who practiced Yungbokhap instruction in middle school mathematics school The analysis revealed the characteristics of the teachers PCK and the need of teacher education reform. Specifically, the teachers possessed knowledge of content and curriculum which was more developed than knowledge of content for teaching and the knowledge of student for teaching. Teacher education programs need to provide opportunity to enhance teachers' knowledge of real world contents for curriculum integration and of how to approach curriculum integration systematically. More importantly, it is necessary to extend teachers' conception of Yungbokhap education beyond integration of subject matters. This reconceptualization is particularly important when considering that teachers' PCK is deeply embedded within their conception of Yungbokhap education. This results of this research suggests that university teacher education curricula need to be reorganized in a way consistent with Yungbokhap education. In addition, teacher educators should provide a variety of opportunity to exploit distributive expertise for teacher learning in order to develop practical competence for Yungbokhap education. In the regard, it is necessary to promote teachers' autonomy for effective implementation of Yungbokhap education.

키워드