본 연구의 목적은 교수능력 개발을 위한 하나의 방안으로서 수업 포트폴리오를 제시하고, 중학교 사회수업의 포트폴리오 활용 과정을 통해 그 활용가치를 살펴보고자 한다. 이를 위해, 본 연구는 2006년도 2학기부터 2008년도 1학기까지 경기도 구리시의 S중학교 C교사의 2학년 ‘사회’ 수업을 대상으로, 1학기당 대단원 10-15차시 분량을 관찰하였으며, 사회과 교사와의 면담은 필요에 따라 수시로 실시되었다. 또한 사회수업을 분석하기 위해 교사의 수업실행능력에 초점을 두어 수업조직, 수업수행 및 전략 그리고 학습 분위기 및 환경 조성의 세 가지 영역과 관련하여 수업 분석 요소를 총 38개 항목으로 개발하여 일상적인 수업과 포트폴리오 활용 후 사회수업 분석의 기준으로 활용하였다. 이에 C교사의 2006년 수업을 분석한 결과, 수업은 정형화된 교사 중심의 수업활동과 불규칙한 수업 조직으로 인해 학습자에 대한 이해 부족과 효율적인 수업 기술의 부족 그리고 지나친 시험 강조 등의 문제가 발견되었다. 이러한 수업의 문제점을 보완하기 위해 개발한 사회과 수업 포트폴리오의 구성 요소는 교육목표, 교수활동, 평가, 성찰의 4가지 요소이며, 이는 교수-학습에 대한 자신의 철학과 관점, 수업계획서, 계획점검표, 수업자료와 목록, 학생들의 수업행동과 수업전략을 수시로 기입한 수업노트, 자신의 수업분석 자료, 학생과의 면담 자료 그리고 교수 경험에 대한 반성 등으로 구성되어 수업과정에서 활용되었다. 수업 포트폴리오 활용 후, 수업실행과정에서 수업조직과 수업전략 측면의 변화가 나타났다. C교사는 교사 중심의 정형적인 수업활동을 줄이고, 학습자들의 참여를 높이기 위해 토론학습과 발표활동으로 대체하였으며, 수업계획서와 점검표를 수시로 점검하며 교수-학습 활동의 구조화 노력을 기울였다. 이러한 결과는 수업 포트폴리오가 사회과 교사에게 교수 능력과 관련된 반성적 성찰의 기회를 제공하였으며, 또한 비판적 합리성을 증진시키는 매개 도구로서의 역할을 하였다고 할 수 있으며, 또한 앞으로 수업의 전문성 개발을 위한 하나의 방안으로서 수업 포트폴리오의 무한한 가능성을 보여주었다.

This research has the objective to find theoretically a practical use of teaching portfolio as a plan to develop the teaching ability of a social studies teacher. So the researcher goes to see deeply the changing process how the teaching ability will be improved in actual lessons through the process that a social studies teacher utilize teaching portfolio. For this research problem, a research was carried out with a social studies teacher selected middle schools and the relevant data collection and analysis were divided largely into document analysis, participant observation and in-depth Interview in this research. The research was done according to this research method, and this researcher had observed and recorded on video tape the portions for 10~15 chapters per semester of C teacher's social studies lessons for second graders of S middle school located in Guri city, KyungKiDo from the second semester of 2006 to the first semester of 2008, and the interviews with the teacher were often conducted whenever needed. The result of this research is following. First, focusing on the lesson accomplishment ability of C teacher, the factors and standards for lesson assessment and lesson analysis were itemized in total 38 with respect to the three parts of lesson formation, performance and strategy of lesson, promoting of studying atmosphere and environment, and they were utilized as the standards for analysis of social studies lesson after that. Second, as the analysis for the lessons during 2006 of C teacher, the problems such as an inefficient understanding for students, a lack of lesson efficiency and an excessive stress of examination were caused by the standardized and teacher-oriented lesson performance and the irregular lesson formation in the lessons carried out by C teacher of S middle school. Third, the four elements of social studies teaching portfolio developed to complement thess problems from the lessons were education objective, teaching, assessment and reflection, and he has consisted of personal philosophy and view on teaching-studying, teaching plan, checking list, lesson materials and their list, lesson note noting down often student's action in lesson and lesson strategy, personal lesson analysis data, data of the interviews with students and reflection on teaching experience etc. and utilized in lessons hereafter. Forth, C teacher showed some changes in the process of conducting his lesson with respect to the lesson formation and lesson strategy after C teacher had utilized the teaching portfolio. C teacher reduced the standardized and teacher-oriented lesson performance, and increased discussion and presentation in the lessons to promote student's participation, and made an endeavor to structuralize the teaching-studying activity with checking the teaching plan and the checking list often. Besides, some positive changes were gradually showed in the question raising and the studying atmosphere. In conclusion, teaching portfolio provided an opportunity to reflect his teaching abilities to a social studies teacher, and performed a role as a vehicle to promote a critical rationality. That is, the promotion of reflectional thoughts with utilizing the teaching portfolio increases the critical rationality as teacher's understanding and view considerably affect its behavior, operating in the inside of lesson behavior. This research result shows the infinite possibilities of teaching portfolio as a plan to develop professional lessons as well as a method to evaluate teacher's efficiency.

This research has the objective to find theoretically a practical use of teaching portfolio as a plan to develop the teaching ability of a social studies teacher. So the researcher goes to see deeply the changing process how the teaching ability will be improved in actual lessons through the process that a social studies teacher utilize teaching portfolio. For this research problem, a research was carried out with a social studies teacher selected middle schools and the relevant data collection and analysis were divided largely into document analysis, participant observation and in-depth Interview in this research. The research was done according to this research method, and this researcher had observed and recorded on video tape the portions for 10~15 chapters per semester of C teacher's social studies lessons for second graders of S middle school located in Guri city, KyungKiDo from the second semester of 2006 to the first semester of 2008, and the interviews with the teacher were often conducted whenever needed. The result of this research is following. First, focusing on the lesson accomplishment ability of C teacher, the factors and standards for lesson assessment and lesson analysis were itemized in total 38 with respect to the three parts of lesson formation, performance and strategy of lesson, promoting of studying atmosphere and environment, and they were utilized as the standards for analysis of social studies lesson after that. Second, as the analysis for the lessons during 2006 of C teacher, the problems such as an inefficient understanding for students, a lack of lesson efficiency and an excessive stress of examination were caused by the standardized and teacher-oriented lesson performance and the irregular lesson formation in the lessons carried out by C teacher of S middle school. Third, the four elements of social studies teaching portfolio developed to complement thess problems from the lessons were education objective, teaching, assessment and reflection, and he has consisted of personal philosophy and view on teaching-studying, teaching plan, checking list, lesson materials and their list, lesson note noting down often student's action in lesson and lesson strategy, personal lesson analysis data, data of the interviews with students and reflection on teaching experience etc. and utilized in lessons hereafter. Forth, C teacher showed some changes in the process of conducting his lesson with respect to the lesson formation and lesson strategy after C teacher had utilized the teaching portfolio. C teacher reduced the standardized and teacher-oriented lesson performance, and increased discussion and presentation in the lessons to promote student's participation, and made an endeavor to structuralize the teaching-studying activity with checking the teaching plan and the checking list often. Besides, some positive changes were gradually showed in the question raising and the studying atmosphere. In conclusion, teaching portfolio provided an opportunity to reflect his teaching abilities to a social studies teacher, and performed a role as a vehicle to promote a critical rationality. That is, the promotion of reflectional thoughts with utilizing the teaching portfolio increases the critical rationality as teacher's understanding and view considerably affect its behavior, operating in the inside of lesson behavior. This research result shows the infinite possibilities of teaching portfolio as a plan to develop professional lessons as well as a method to evaluate teacher's efficiency.

Social studies teacher, Practical use of teaching portfolio, Teacher assessment, Teaching ability, Lesson analysis