가르치는 일의 성격과 ‘교과교육학적 지식’의 한계

• 영문명: Nature of Teaching and Educational Limits of Pedagogical Content Knowledge
• 발행기관: 한국교육철학회
• 저자명: 김선구(Kim, Seon-Koo)
• 간행물 정보: 『교육철학』敎育哲學 第37集, 1~23쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.04.30

영문 초록

The purpose of this study is to investigate the nature of teaching and educational limites of pedagogical content knowledge. In order to achieve this goal, I divided teaching into two models according to whether or not it has its own goods in A. MacIntyre's sense : the teaching as a practice and the teaching as a means of practice. The former has its own goods, the latter not. Both models have something in common in terms of which they have some forms of professional knowledge, but two models differ in terms of which form of knowledge for professionalism is essential. The practice model requires knowledge of educational ends, but the means model needs knowledge of educational means, educational method for expertise of teachers. Pedagogical content knowledge is one of knowledge of educational means that is a special amalgam of content and pedagogy that is unique to the province of teachers. If it becomes an essential body of knowledge for the expertise of teachers, then teaching may fall into technicism and instrumentalism.

목차

Ⅰ. 서론

Ⅱ. 가르치는 일 : 두 관점

Ⅲ. 교과교육학적 지식의 교육적 한계

Ⅳ. 결론

참고문헌

Abstract

키워드

practice internal goods professional knowledge pedagogical content knowledge technicism instrumentalism