지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Although we have witnessed various research projects and findings for the last half century, it seems to be hard to find ourselves confident about how to help history teachers develop their own professional knowledge regarding history teaching. Therefore, this study aims to conduct a systematic review of literature on history teaching in Korea as well as in English-spoken areas. For the review, this study includes several handbook chapters on history teaching as well as research papers both in English and Korean.
The review begins to raise questions about the meanings of research, history, and teaching within particular research. The results can be summarized as follows; The research interests have shifted from contesting and developing alternative ‘content’ of history teaching to the ‘good’ practice and teachers. Finally, the research has paid more attention to teacher-student interactions as well as students’ historical understanding.
Based on the reviews, this study puts emphasis on the issues such as 1) the nature and extent of content knowledge that history teachers possess, 2) the transformative processes of teachers for instruction, 3) the nature of students’ understanding in and out of history class, and 4) whether and how teachers reconcile their own problems in history teaching. To pursue these questions, this study proposes classroom observation and action research, which may support teachers to gain insights and construct collaborative research communities for history teaching.
The review begins to raise questions about the meanings of research, history, and teaching within particular research. The results can be summarized as follows; The research interests have shifted from contesting and developing alternative ‘content’ of history teaching to the ‘good’ practice and teachers. Finally, the research has paid more attention to teacher-student interactions as well as students’ historical understanding.
Based on the reviews, this study puts emphasis on the issues such as 1) the nature and extent of content knowledge that history teachers possess, 2) the transformative processes of teachers for instruction, 3) the nature of students’ understanding in and out of history class, and 4) whether and how teachers reconcile their own problems in history teaching. To pursue these questions, this study proposes classroom observation and action research, which may support teachers to gain insights and construct collaborative research communities for history teaching.
목차
1. 머리말
2. 역사수업연구의 초점
3. 역사수업연구의 방향
4. 맺음말: 역사수업연구와 교사의 성장
참고문헌 (16)
참고문헌 신청
이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2012-374-004223050