역사과 교사교육과 지역사 탐구체험학습의 실현 가능성

초록

Both elementary and junior high school students have been encouraged to learn history with inquiry of local history. Teaching inquiry, known as promoting historical thinking as well as higher thinking ability such as problem solving ability, can be realized accompanying local history projects. This study aims to illuminate the structure of teacher education and professional development in which teachers are empowered to teach inquiry by learning how to do their own inquiry project of local history. By examining the case of ‘Whaling project’ in the New England region of the United States, teacher education programs and professional develop ment played a role of platform for teachers' knowledge which include content knowledge, understanding of students and pedagogical content knowledge. While teaching inquiry seems widely perceived to be infeasible due to learning environment and national standardized tests in Korea, the case of whaling project provide information and character that emphasized the growth of teacher knowledge essential for implementing new focus of historical understanding such as inquiry of local history.

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