과학 교사의 PCK 국내 연구 동향 분석

Abstract

Objectives The purpose of this study was to analyze research studies published in Korea accredited journals and examine research trends in science teachers’ pck so that we provided implications on following up studies and preservice and inservice science teacher education.
 Methods The purpose of this study was to analyze research studies published in Korea accredited journals and examine research trends in science teachers’ pck so that we provided implications on following up studies and preservice and inservice science teacher education.
 Results There were 61 research studies that investigated science teachers’ pck components and interactions between components, 34 research studies examining changes in science teachers’ pck, 28 research studies examining pck embedded in teacher difficulties, requests, perceptions, etc. There were 23 research studies investigating relationships between pck and other variables or impacts of programs targeting pck development, 22 research studies for theoretical frameworks, and 7 research studies examining perceptions on science teacher professionalism.
 Conclusions Research studies examining science teachers’ pck in teaching context imply that professional development programs are needed for teacher knowledge of student understanding and teacher knowledge of assessment. Further studies are needed to investigate teacher pck development about various science subjects and topics for long periods more than one year. Research studies about impacts on preservice pck imply that teaching experiences are critical to preservice teachers’ pck development and observations of teachers’ teaching performance are critical to inservice teachers’ pck development through mentoring, coteaching, and instruction consulting.