예비역사교사의 교재 재구성 경험을 통한 변화 탐색

Abstract

Objectives This study was conducted to explore how pre-service history teachers experienced changes in the process of reconstructing textbooks to be used in a extra-curriculum and to make practical suggestions for future teacher training curriculum.
 Methods For this purpose, in-depth interviews were conducted with 10 pre-service history teachers who had participated in the history education program and conducted various educational activities, including writing textbooks. The interviews were analyzed using a combination of inductive and interpretive methods proposed by Hatch as qualitative methods. In addition, the primary and secondary textbooks authored by the pre-service his-tory teachers were compared and analyzed.
 Results The results of the study showed that the pre-service history teachers' experience of reorganizing text-books made meaningful changes in five main aspects. First, the “textbook view” changed from an absolute per-spective to a relative perspective. Second, the “textbook organization ability” changed from a incoherent method to a coherent method. Third, the “basis for organizing materials” changed from content-based to site-based. Fourth, the “focus of material construction” has changed from instructor-centered to learner-centered. Fifth, the “eye of material organization” has changed from the student's eye to the teacher's eye.
 Conclusions Based on this, teacher training institutions proposed the need for quantitative and qualitative improve-ment and development of the curriculum to support the professionalism of pre-service teachers, and emphasized the need for institutional support at the higher institution level.