역사과 교육실습생의 수업 실행과 교사양성과정에 대한 인식

초록

This study aims to investigate the pre-service teachers’ teaching practice as well as their understanding of and suggestions for history teacher education. To do so, this study utilizes 184 student teachers’ self-reports on lesson plans and perception on teacher education programs in terms of on- and off-line surveys. Student-teacher’s practice has been analyzed in terms of three approaches; online-lecture approach, student-centered approach, and curriculum- reconstructive approach. The higher considering her own teaching goals and historical perspectives, the more centering on historical thinking approach and higher on her self-evaluation on practice. It needs to note that their dependance on internet lecture for own teaching as well as the lack of valid assessment criteria such as 'students’ understanding' for own teaching performance. Results suggest for several improvement in teacher education programs as follows; First, student teachers need to establish a philosophy and perspective on history education, as well as concerns about what to teach and how to teach. Second, they need to have a learning opportunity for reflecting learning materials and methods as well as selection of learning goals and contents. Third, teacher education programs should provide the process of applying and reflecting the teaching-learning theory in student teaching.

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