중학교 역사 교사의 사료 활용 양상에 나타난 특징과 문제점 분석

Abstract

The use of historical sources has garnered much attention among scholars and teachers. With its emphasis on historical inquiry, the use of historical sources was believed to reform knowledge-driven history teaching practices. However, studies on teachers’ instructional practices using historical sources are still lacking, and it is hard to gather information on which historical sources history teachers choose and how they use sources. This study analyzed 14 middle school history teachers’ use of historical sources when teaching one topic in Korean history. Out of 14 teacher participants in this study, 12 participants used historical sources in their instruction. Their use of historical sources was centered on textbook materials and activities; they also did not focus the discussion on sourcing information or the context in which sources were created. Sources were rather regarded as facts that verify historical events. The gap between the goal of historical inquiry through teaching and learning primary sources and the classroom practice was wide. The study highlighted that teachers’ perceptions on history as subject matter, not their perceptions on history as discipline, affected how they used primary sources in lessons. It discusses ways to diversify and enhance the use of historical sources.