역사 수업 연구공동체의 3·1운동 수업 실행과 수업 대화

초록

This study aims to investigate what characterizes history teachers’ dialogue on their own teaching and to what extent their collaborative research has impact on their own teaching practice. To Answer these questions, the research community of in-service teachers and professional researcher developed a course of lesson plans to further student’s historical thinking based on reading historical resources, for the unit of the March 1st Movement. The plans and revisions of the 2-3 hours of classes and observation were implemented by one elementary and two secondary teachers throughout the entire year of 2014. As a result of analysis on teachers’ dialogue on teaching practice, there seem to emerge three inter-related themes through practitioners’ own reflection and critical friends’ cool feedbacks: revisiting to the possibility of document-based learning and its dilemma, multi-layered conceptions of students’ ‘doing history’, and the significance of the core question and its evolution in the process of classroom practice. This result highlights that the collaborative research on teaching history enable participating teachers to reform their own classroom practice based on reflective thinking and teachers' conversation on teaching. In addition, it paves the way to empower the teachers to conduct their own research on teaching using the framework with which they participate.

키워드