earticle

영어

The purpose of this study was to conduct a narrative inquiry into how a Korean experienced elementary teacher acquired and developed new pedagogical content knowledge of integrating different subject matters (PCKi). During the inquiry, the researcher and the participant went through a process of collaboration involving mutual storytelling and restorying. The study investigated what pedagogical content knowledge the teacher held before she entered the graduate school, how she realized her lack of expertise in curriculum and instruction, how she acquired and developed new pedagogical content knowledge of integrating different subject matters in the graduate school and in her classroom. Results showed that the teacher held pedagogical content knowledge subject by subject prior to the entrance to the graduate school, realized her lack of expertise both in curriculum and instruction especially through conversations with her friends as mothers in her high school class reunion, decided to enter the graduate school, and acquired new pedagogical content knowledge in a graduate class as a knowledge community by exchanging narrative on the foundations, principles and methods of curriculum reorganization with fellow teachers and the researcher. She developed her pedagogical content knowledge of integrating different subject matters by creating her personal curriculum based on the reorganization of textbooks and teachers' guides and implementing it in her own classroom. She recognized that integrating subject matters benefits students better than before, it is important to collaborate with fellow teachers in the same grade, it is possible to reduce the yearly instructional hours of a subject by removing the overlapping content. Also, she understood that she could integrate spontaneously different subject matters during instruction and have students work on two different textbooks simultaneously on their desks. The study suggested that elementary teachers would develop pedagogical content knowledge of integrating different subject matters in order to broaden their curricular and instructional expertise, professors of graduate school would provide teachers with narrative-based courses that acknowledge narrative authority of teachers, graduate schools and offices of education would support the establishment and maintenance of knowledge communities where teachers change the frames for teaching through cyclical processes of sharing their stories, reflecting, critiquing, living changed stories and restorying, and researchers would expand their current focus on the pedagogical content knowledge subject by subject to include pedagogical content knowledge of integrating different subject matters.

한국어

이 연구는 한 초등 경력 교사가 대학원에서 교육과정 재구성에 대하여 학습하고 이를 교실 현장에 적용하는 과정에서 교과 통합적 내용교수지식(PCKi)이 어떻게 형성되고 발달하는지에 대하여 내러티브 탐구를 수행하였다. 첫째, L교사가 대학원에 진학하기 전에 지녔던 내용교수지식을 탐구하였다. 둘째, L교사가 대학원에서 교육과정의 재구성에 관한 강좌를 수강하고 경험한 내용교수지식의 형성을 탐구하였다. 셋째, L교사가 교실 현장에서 교육과정과 수업을 운영하면서 경험한 내용교수지식의 발달을 탐구하였다. 그 결과 첫째, L교사는 대학원 진학 이전 분과적 내용교수지식을 지니고 있었다. 둘째, L교사는 대학원에서 교육과정 재구성에 관한 기초와 원리와 방식을 이해하게 되었다. 셋째, 자신이 담당하는 학년 교육과정을 교과 통합적으로 재구성하고 실행하면서 이것이 학생들에게 더 유익하다는 것, 동학년 교사와의 협력이 중요하다는 것, 중복된 내용의 통합 후 시수를 감축할 수 있다는 것을 알게 되었다. 넷째, 수업 과정 중에 즉흥적으로 교과 간 내용을 통합하여 지도하고, 학생이 두 교과의 교과서를 동시에 활용하게 할 수 있다는 것을 알게 되었다. 결론에서 이러한 L교사의 교과 통합적 내용교수지식의 형성, 발달 경험이 교사의 교육과정 및 수업 전문성 신장에 주는 시사점을 논의하였다.