교사-연구자 협력적 수업 연구를 통한 역사 인물 재판 수업 궁리-스캐폴딩 변화를 중심으로-

초록

This study examines teacher-researcher collaborative lesson study in the context of historical figure trial lessons designed to foster students’ historical judgment. Focusing on a middle school World War II unit, the study traces changes in lesson design and scaffolding and analyzes the teacher‘s pedagogical reasoning developed through collaboration with a researcher. Using a single-case qualitative design, the researcher conducted one month of participant observation and four in-depth interviews. Data were analyzed through iterative reading and systematic coding within a comprehensive qualitative analysis framework. The findings show that collaborative lesson study led to scaffolding changes in three dimensions: restructuring background-knowledge activities to foreground historical dilemmas, introducing teacher modeling to support argumentative role performance, and systematizing trial procedures through character-card packets and writing guidelines. The teacher’s pedagogical reasoning evolved through iterative cycles of consultation, resulting in more structured pedagogical content knowledge for fostering historical judgment. Although enabled by voluntary teacher participation and a supportive school context, this case is not generalizable but suggests the potential of sustained teacher–researcher collaborative lesson study.

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